HSC Learning Community · Vocational Education & Training (VET) Certificate(s) or Statements of...
Transcript of HSC Learning Community · Vocational Education & Training (VET) Certificate(s) or Statements of...
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HSC – Learning Community Dear Senior Student and Parents of 2017
Congratulations! You have made a decision about taking on the challenge and the responsibilities associated with
senior schooling. In effect, you have made a deliberate commitment to your adult future.
The restructuring of the workforce, as a response to the technological revolution, impacts upon our daily lives in a
multitude of ways:
Your adult working life will be significantly different from that of your Parents and Grandparents.
Futurists tell us the youth of this new millennium are likely, on average, to undertake up to five significant
career changes across their adult working lives.
And they also tell us that 70% of the jobs that will exist in 2030 – as you approach your thirties – have not yet
even been conceptualized!
Indeed, you now find yourself immersed in the era of Lifelong Learning!
At HSC, senior education embraces the seven national Key Competencies which are considered the essential
ingredients for post-school success – whether via study, apprenticeships, community service, paid or unpaid work.
These competencies are:
1. Collecting, analysing, and organising information
2. Communicating ideas and information
3. Planning and organising activities
4. Working with others and in teams
5. Using mathematical ideas and techniques
6. Solving problems
7. Using technology
At HSC you will have the opportunity to develop these competencies through the availability of OP, Authority
Registered and Vocational Education & Training (VET) subjects so that you are able to select a course that best meets
your initial career aspirations.
At HSC we are committed to encouraging and supporting you to achieve high academic standards and, also, to
develop a sense of connectedness. We are dedicated to developing a culture that encourages and supports you
through these vital transition years, whilst also facilitating you to remain affiliated and contributing positively.
Our Learning and Pastoral programs focus upon encouraging and supporting you to …
set clear goals;
plan strategies to achieve the results you want;
understand that effort is not merely an optional extra but rather is an essential ingredient to achieving
dreams.
In short, at HSC, we are about
Launching Adolescents into Lifelong Learning! We believe this is exciting stuff!!
John Lyons, Principal
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Table of Contents
TRANSITION TO SENIOR SCHOOLING ......................................................................................................................................................................................................... 3
GENERAL INFORMATION .................................................................................................................................................................................................................................. 4
AUTHORITY SUBJECTS - OP ELIGIBLE ........................................................................................................................................................................................................ 7
AUTHORITY REGISTERED SUBJECTS & VET CERTIFICATE COURSES (OP INELIGIBLE) ....................................................................................................... 8
Subject Description – Authority Subjects
(OP Eligible)
ACCOUNTING ........................................................................................................................................................................................................................................................................... 10
ANCIENT HISTORY ................................................................................................................................................................................................................................................................. 11
BIOLOGY ...................................................................................................................................................................................................................................................................................... 12
BUSINESS COMMUNICATION & TECHNOLOGIES .................................................................................................................................................................................................. 13
CHEMISTRY ............................................................................................................................................................................................................................................................................... 14
DANCE.......................................................................................................................................................................................................................................................................................... 15
DRAMA ........................................................................................................................................................................................................................................................................................ 16
ENGLISH ...................................................................................................................................................................................................................................................................................... 17
GEOGRAPHY.............................................................................................................................................................................................................................................................................. 18
GRAPHICS .................................................................................................................................................................................................................................................................................. 19
HOME ECONOMICS ................................................................................................................................................................................................................................................................ 20
INFORMATION TECHNOLOGY SYSTEMS .................................................................................................................................................................................................................... 21
JAPANESE .................................................................................................................................................................................................................................................................................. 22
LEGAL STUDIES ....................................................................................................................................................................................................................................................................... 23
MATHEMATICS A.................................................................................................................................................................................................................................................................... 24
MATHEMATICS B.................................................................................................................................................................................................................................................................... 25
MATHEMATICS C .................................................................................................................................................................................................................................................................... 26
MODERN HISTORY................................................................................................................................................................................................................................................................. 27
MUSIC .......................................................................................................................................................................................................................................................................................... 28
PHYSICAL EDUCATION ........................................................................................................................................................................................................................................................ 29
PHYSICS ...................................................................................................................................................................................................................................................................................... 30
STUDY OF RELIGION .............................................................................................................................................................................................................................................................. 31
TECHNOLOGY STUDIES ....................................................................................................................................................................................................................................................... 32
VISUAL ART ............................................................................................................................................................................................................................................................................... 33
Subject Description – Authority Registered Subjects & VET Certificate Courses (OP Ineligible)
AQUATIC PRACTICES ............................................................................................................................................................................................................................................................ 35
CERTIFICATE II IN BUSINESS, CERTIFICATE II IN INFORMATION, DIGITAL MEDIA AND TECHNOLOGY ...................................................................................... 36
CERTIFICATE III IN CHRISTIAN MINISTRY AND THEOLOGY ............................................................................................................................................................................... 37
CERTIFICATE I IN CONSTRUCTION, CERTIFICATE I IN FURNISHING .............................................................................................................................................................. 38
CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE ..................................................................................................................................................................... 39
CERTIFICATE I IN ENGINEERING ...................................................................................................................................................................................................................................... 41
CERTIFICATE III IN SPORT & RECREATION ................................................................................................................................................................................................................. 42
ENGLISH COMMUNICATION ............................................................................................................................................................................................................................................. 43
HOSPITALITY PRACTICES ................................................................................................................................................................................................................................................... 44
INDUSTRIAL GRAPHICS SKILLS ...................................................................................................................................................................................................................................... 45
PRE-VOCATIONAL MATHEMATICS ................................................................................................................................................................................................................................. 46
RECREATION ............................................................................................................................................................................................................................................................................. 47
RELIGION & ETHICS (by application) .............................................................................................................................................................................................................................. 48
Additional Information
COMMON CURRICULUM ELEMENTS (Appendix 1) ............................................................................................................................................................................................... 49
TABLE OF SUBJECT WEIGHTS FOR FIELDS (Appendix 2) ................................................................................................................................................................................... 50
ESTABLISHING FIELD POSITION ELIGIBILITY (Appendix 3) .................................................................................................................................................................................. 51
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Transition to Senior Schooling A Multi-Step Process at HSC
At HSC, we offer a comprehensive Subject Selection Support Process for Year 10 students as they begin to make choices for senior studies. Outlined below is the 9 step support process.
Year 10 Retreat
The Year 10 Retreat is conducted off campus over two days. Students have the opportunity to step away from the normal routines of school life and reflect on important matters in their own lives, both as individuals and as a group.
The two days are packed with fun - with activities, storytelling, singing, and dancing.
Year 10 TOPS - ‘Tapping Our Potential’ Sessions
During TOPS, conducted over two days in Term 2, time is spent researching and considering Career Pathways.
During this time Students receive their Learner User Identification (LUI) number and make application for their
Unique Student Identifier (USI). Students are introduced to their Queensland Curriculum and Assessment Authority (QCAA) Learning Account and participate in practical workshops focussed on use of online careers websites and
other resources to assist them in exploring possible career options. Guest speakers from a variety of Industries and Professional fields will address students.
Pathways through Senior @ HSC Subject Expo and Parent Information Evening for Year 10 Students
and Parents
Experiencing Senior at HSC Department Subject Displays
Choices in Senior Schooling Displays from Tertiary Institutions
Making the Most of Senior Years Displays from Industries and Professions
Pathways Beyond Senior Local Senior Schooling Providers on hand to answer questions
During this evening, Students and Parents have the opportunity to explore the excellent range of Subject Options on
offer at HSC for our Senior Students and investigate further study and employment options. The Senior Handbook and a HSC Subject Preferences Expression of Interest Form will be distributed to Students as well as details for
online subject entry.
HSC Subject Preferences Expression of Interest Form
In the period following the Subject Expo and Parent Information Evening, Students and Parents will consider and complete the HSC Subject Preferences Expression of Interest Form and submit selections online.
Career Options Day
Students will have the opportunity to speak directly with representatives from a number of industries and professions to assist them in exploring possible career pathways.
Individual MENTORING Interviews These interviews are conducted with Students and Parents to facilitate optimal decision making regarding subject
selection choices to best fit each student’s aspirations and learning needs.
Mackay District CAREERS MARKET
This Careers Market visits all major Regional Centres across Queensland. This is an opportunity for Parents to
collaborate with their Students to explore the link between his/her aspirations for Post-Senior life, especially tertiary
study, and appropriate Subject Choices for Years 11 & 12.
Finalise Subject Choice Selection
At the end of Term 3 students will receive a letter detailing their proposed choices for Year 11. They will be asked
to confirm their choices.
Senior Subject Lines Holy Spirit College delivers a Responsive Senior Curriculum where subject lines are designed in response to
student preferences taking into account factors such as class numbers, staffing and availability of facilities.
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General Information Assessment: General Students are notified of all assessment and checkpoint
dates through the assessment calendar published at the beginning of each semester and the exam timetable
published for each exam block. It is the student’s responsibility to complete assessment as scheduled.
Alternative dates for assessment, in exceptional
circumstances, can only be arranged through the Curriculum Dean or the Deputy Principal – Curriculum.
Where possible the school should be notified in advance if a student is aware of other major commitments when
assessment is being held.
Summative Assessment is used in the calculation of Exit
Levels of Achievement recorded on the Senior Statement. Students who are absent for assessment
items due to ill health must notify the College on the day
of the assessment. They may also be required to provide a medical certificate. Formative assessment is primarily
intended for, and instrumental in, helping a student attain a higher level of performance. It is not used in
arriving at exit levels unless a student exits from a
subject after completing at least one semester of that subject. A significant amount of Year 11 assessment is
formative, with variations between subjects. All assessment in Year 12 is summative.
Absence for Assessment Items
The procedure for exams missed due to illness is as follows:
Notify the College office by phone on the day of the exam and obtain a medical certificate.
As soon as the student is recovered, another time to sit the exam should be arranged on the phone
with the College Office.
Late Assignments
If because of illness, or any other serious reason, a student is unable to meet the conditions of the
assignment, he/she needs to see their subject teacher
for an extension through the Curriculum Dean before the due date, when practical. An Assignment Extension
Form is available online via Parent Lounge and Student Café. (A medical certificate may be required.)
Assignments are expected to be completed. Students will be required to submit a checkpoint, approximately
one week prior to the due date, which is a prescribed amount of preparation for the assignment. Extended
assessment may involve several checkpoints as
significant stages in preparation are reached. In the event of an assignment being incomplete or not
submitted by the due date, and no extension granted or exceptional circumstances, the class teacher will mark
the checkpoint and any other evidence of assignment
preparation which can be provided by the Student. This procedure is in accordance with QCAA policy.
Subject Changes
Once students have commenced Year 11 they are not locked into their subject choices. However, all requested
subject changes must be discussed with the Director of
Learning Pathways and Careers or Deputy Principal – Curriculum so that the best possible outcome may be
achieved for each student.
Subject changes will usually only be permitted at the end
of a semester and a signed Subject Change Form from parents will be required. Some subject changes may not
be possible due to class size restrictions, or because of prerequisites required.
QCE – Queensland Certificate of Education
From 1 January 2006, young people have been required to stay at school until they finish Year 10 or turn 16,
whichever comes first.
After that, if they are not working at least 25 hours per
week, young people will need to:
stay in education or training for a further 2 years or
complete a QCE or
complete a Certificate III vocational qualification or higher
or
turn 17 whichever comes first.
During Year 10 students will develop a Senior Education and Training (SET) plan to help them structure their
learning around their abilities, interests and ambitions. Each student will have an online Learning Account with
the QCAA to record their progress toward a QCE.
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General Information At the completion of senior schooling a student will
receive a Senior Statement, which details all learning undertaken and the results achieved during the senior
phase of learning, and possibly one or more of the
following, if requirements have been met:
Queensland Certificate of Education (QCE) which confirms a significant amount of learning at a set
standard and which meets literacy and numeracy
requirements.
Tertiary Entrance Statement which indicates a student’s Overall Position (OP) based on
achievement in Queensland Curriculum and
Assessment Authority (QCAA) subjects and the Queensland Core Skills (QCS) test compared to
other students in the state as well as Field Position (FP) results.
Queensland Certificate of Individual Achievement
(QCIA) recognises the achievements of students who are on highly individualised learning programs.
Vocational Education & Training (VET) Certificate(s) or
Statements of Attainment which certify full or part completion of a qualification may be directly received
from external Registered Training Organisations.
Where HSC is the Registered Training Organisation for the Certificate studied, QCAA provides Certificates or
Statements to the College following completion of Year 12 and these are forwarded to the student’s home
address by the College.
The subjects which will be offered in any particular year
depend upon the needs of students. There will be threshold numbers for various subjects in order for
them to be viable. If only a small number of students
indicate they wish to enroll in a subject, it may be possible for students to consider a related subject in the
Senior Curriculum. Alternatively, they may enroll in the subject through the Brisbane School of Distance
Education (BSDE). Holy Spirit College seeks to offer
flexible learning programs wherever possible to meet the needs of students.
Overall Position (OP)
This is the system used by Queensland Tertiary Institutions to select applicants to fill quotas in courses.
Students are allocated an OP score, ranging from the
highest of 1 to the lowest of 25.
To be eligible for an OP a student must:
Complete 20 semester units of QCAA OP eligible
Subjects e.g., 12 semester units are required from three subjects that have been studied for the full
two-year period and an additional 8 semester units from other OP eligible subjects. It is for this reason
that subject changes will be considered carefully
before they are approved or otherwise by the College.
Sit all four papers of the Queensland Core Skills (QCS) test.
Queensland Core Skills (QCS)Test The Queensland Core Skills (QCS) Test is a common
state wide written test for Queensland Year 12
students. The QCS Test covers the 49 Common Curriculum Elements (see Appendix 2). These Elements
are common across OP Subjects; they are not related to specific subjects.
The QCS Test is used to produce an individual overall result for the student on an A to E scale which is
reported on the Senior Statement. It is also used to provide a mean and spread for all subject groups from a
particular school, so that the actual results provided by
the school can be scaled (adjusted for comparability between different subjects within and between schools).
These adjusted scores will determine a student’s Overall Position (OP) and Field Positions (FP).
The QCS Test consists of four papers called the Writing Task, Short Response Items, Multiple Choice I and
Multiple Choice II. Students sit the papers late in third term of Year 12. Any student may sit the QCS Test.
Students with extenuating circumstances such as major
illness or family trauma may be eligible for special consideration if they miss all or some papers. Such
students may still be allocated an OP.
Field Position (FP)
FPs differentiate students with the same OP scores and are used by tertiary institutions when allocating positions
in highly competitive courses. FPs are automatically
calculated by QCAA dependent on subjects studied.
There are up to five fields for which students may gain a result. Field Position scores (ranging from 1 to 10) are
calculated by combining results of related subjects. A
simplified description of each field follows: Field A Extended Written Expression involving
complex analysis and synthesis. Field B Short Written Communication involving
reading, comprehension and expression in
English or a foreign language. Field C Basic Numeracy involving simple
calculations and graphical and tabular interpretation.
Field D Solving Complex Problems involving
mathematical symbols and abstractions. Field E Substantial Practical Performance
involving physical or creative arts or expressive arts.
See Appendix 2 for the contributions of each subject to each of the five fields. Field Position eligibility can then be
calculated on the grid provided in Appendix 3.
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General Information Tertiary Entrance
Students wishing to continue their studies at university
after completing their senior schooling do so by applying
to the Queensland Tertiary Admissions Centre (QTAC) in the latter part of Year 12. OP ineligible students may
also apply for a tertiary placement through QTAC who will allocate a Selection Rank based on their results to
date. QTAC allocates positions at tertiary institutions
based on each person’s OP score (and, if necessary, their FP score) or their Selection Rank and any
prerequisite results required by the course.
Vocational Education and Training (VET) Options
For many students, moving straight into the work force
is the preferred pathway following senior schooling. In some instances students may spend up to two days at
work during the school week and many students complete nationally recognised Certificates or Units of
Competence towards them. These qualifications may
reduce the time the student must spend in training after leaving school. Students need to ensure that work
missed while at TAFE or in the workplace is caught up and subject choices are arranged with the Director of
Learning Pathways and Careers to help achieve this.
Some of the initiatives include:
SATS (School Based Apprenticeships and Traineeships)
Structured Work Placement blocks
Work Experience during school holidays
Concurrent study through other providers such as TAFE
School and Industry partnerships with companies such as Construction Skills Queensland’s
Structured Workplace Learning (SWL)
Many of these initiatives involve flexible timetable arrangements and a high level of co-operation and
responsibility from the student.
Number of Subjects
Students will be required to select a total of six subjects,
including the two compulsory subjects of English and a Religion subject.
Under some circumstances special arrangements are
made for students to vary the number of subjects
studied.
Compulsory Areas of Study
Religion
As a Catholic College we look to the life of Jesus as a
model for our own lives. Study in this area allows students to develop their knowledge based on the life
and times of Jesus as told through scripture and the Gospels. Such studies allow students to learn about
other significant people in both ancient and modern
times who provide models from which they might learn, and to reflect upon their values.
Students who are enrolling in a course which makes
them eligible for an Overall Position select Study of
Religion (SOR) whilst other students may select either SOR or Certificate III in Christian Ministry and Theology.
Religion and Ethics is offered, to provide flexible delivery
where career objectives may be supported by this
option. Students will need to make an application to study Religion and Ethics and will need to meet the
selection criteria.
English
The Diocese of Rockhampton has made it mandatory
that English be studied by all students in the senior years of study. A perusal of the Selection Criteria for Tertiary
Courses in Queensland Handbook will show that English
is the dominant pre-requisite subject for courses. The Dean of Senior English will be able to advise students on
the most appropriate strand of English to undertake, either English (OP) or English Communication (OP
ineligible).
Subject Selection Guidelines
What do I want to be?
Which courses do I think I might want to study?
Which are my best subjects?
Which subjects do I like?
Which subjects are prerequisites?
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Authority Subjects – OP Eligible These subjects are based on syllabuses that have been developed and issued by the Queensland Curriculum and Assessment Authority (QCAA). The results may be used in the calculation of a student’s Overall Position (OP) and
Field Positions (FP).
Overall Position (OP) Subjects on offer are:
Accounting
Ancient History
Biology
Business Communication & Technologies
Chemistry
Dance
Drama
English
Geography
Graphics
Home Economics
Information Technology Systems
Japanese
Legal Studies
Mathematics A
Mathematics B
Mathematics C
Modern History
Music
Physical Education
Physics
Study of Religion
Technology Studies
Visual Art
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Authority Registered Subjects & VET Certificate Courses (OP Ineligible)
Holy Spirit College offers a wide range of subjects which prepares students for entry into the workforce
following the completion of senior schooling. These subjects include QCAA Authority Registered Subjects
and nationally recognised VET (Vocational Education and Training) Certificate qualifications.
VET Certificates, Structured Work Placement, and options such as School Based Traineeships and
Apprenticeships which are available to students in their senior years, may provide entry level qualifications to
some areas of employment or part completion of apprenticeship training.
These subjects are OP ineligible and do not count towards the calculation of an OP. Students may request
QCAA to determine a Selection Rank from their combination of subjects and VET Certificates which may
provide an entrance pathway to university study. The Director of Learning Pathways and Careers at HSC will
be able to provide assistance. Students may choose to include one of these subjects in an OP program of
study to broaden their employability skills. Results in these subjects are recorded on the Senior Statement.
Holy Spirit College is a Registered Training Organisation and the National Provider Number is 30619.
Holy Spirit College offers the following OP ineligible subjects:
Certificate II in Business, Certificate II in Information, Digital Media and Technology
Certificate III in Christian Ministry and Theology
Certificate I in Construction, Certificate I in Furnishing
Certificate III in Early Childhood Education and Care
Certificate I in Engineering
English Communication
Hospitality Practices
Industrial Graphics Skills (including skills which may contribute to Certificate I in Engineering, Certificate I in Construction, and Certificate I in Furnishing)
Aquatic Practices
Pre-vocational Mathematics
Recreation
Religion and Ethics (by application)
Certificate III in Sport & Recreation
Structured Work Placements, mandatory for OP ineligible students, are essential components of VET at
school, ensuring that learning outcomes relate more directly to actual competencies required in employment.
While studying for their Queensland Certificate of Education and Senior Statement, students (whether OP
eligible or ineligible) may undertake a School Based Apprenticeship or Traineeship. Students participate in
normal school activities and usually attend work one day per week. They may complete part of the
apprenticeship out of school hours and during holidays.
School Based Apprenticeships conducted over Years 11 and 12 may enable a student to complete the
equivalent of the ‘first year’ of their apprenticeship.
Note: The Australian Skills Quality Authority (ASQA) requires that students and parents are made aware of the following statement: “The College must have certain teachers and equipment to run VET courses. If the College loses access to these resources, the College will attempt to provide students with alternative opportunities to complete the course and the related qualification. The College retains the right to cancel a course if it is unable to meet requirements.”
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SUBJECT DESCRIPTION
Authority Subjects
(OP Eligible)
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Accounting Global Aims The study of Accounting provides not only a
foundation in the discipline of accounting, preparing
students for further education, training and employment, but also an understanding of the
processes involved in using accounting information to make effective decisions. The skills and attitudes
gained in this course will prepare students for a
variety of entry points to employment, in both employee and employer roles, as well as preparing
them for continuing study at tertiary level.
The changing processes of accounting practice are
recognised, especially with respect to the development and use of new technologies. Students
will use information and communication technologies to enable them to apply the accounting process in
business, their daily lives, and as members of society.
Course Overview
The Course is organised under three main areas of study:
Core Studies, including Accounting Package (MYOB)
Recording and Controls
Reporting and Decision Making
Students at HSC will also undertake an elective unit on Personal Financing and Investing.
The Study of Accounting is of benefit to students
because it:
provides a foundation in the discipline of accounting.
promotes the development of numeracy,
effective communication skills, and logical reasoning processes.
introduces students to relevant information and communication technologies.
enables students to participate more effectively and responsibility in a changing business environment.
provides information useful to individuals in the management of their personal financial affairs.
assists students to appreciate the necessity for accuracy and the presentation of high-quality
work.
prepares students for further education, training and employment.
Additional Information Accounting introduces students to the world of
business.
Although Accounting is not a prerequisite for
courses at universities, it stands students in good stead for tertiary studies. Over twenty Queensland
tertiary institutions have commented on how
beneficial it was for their students to study Accounting at school before they commenced their
Business Studies.
The Study of Accounting promotes the development
of competencies in logical reasoning, effective communication, analysis, interpretation and
evaluation, numeracy and complex problem solving. Completion of this course will enable students to
participate more effectively and responsibility in a
changing business environment.
Pre-requisites
Although the Year 10 subject, Accounting and MYOB, is an advantage when undertaking
senior Accounting, it is not a pre-requisite.
Many students successfully study the course without having studied a business subject
previously.
Sound level of achievement in Year 10 English
and Mathematics.
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Ancient History Global Aims Students who come to this course are beginning to concern themselves with the complex problems of living in a
society governed by law, organised by means of various kinds of political institutions, influenced by a long history of religious and cultural developments, and stimulated by complex economic and social changes. Through the study of
history, we can understand the processes of change and continuity that have shaped today’s world, their causes and the roles people have played in those processes. We can understand that relationships exist between people’s
needs and a range of historical issues, people and events. Students will develop these understandings through
processes of critical inquiry, debate and reflection and through empathetic engagement with the perspectives of others.
Through studying history, students should be more ready to cope with the present and to influence local and global
futures.
Through studying Ancient History, students will develop:
an objective understanding of the development of human society and civilization
a proficiency in the process of historical inquiry and explanation
an appreciation of cultural heritage and tradition which comes from the past
the ability to locate, select and summarise a variety of primary and secondary sources in preparation for their critical use
skills of written and non-written communication
an empathy with the value positions and consequent actions of others in both the past and present, leading, where appropriate, to the acceptance of differences.
Course Overview
Possible Topics of Study
Asia (east and west) and Egypt
Greece
Rome
Comparative study of Ancient and/or Modern Societies
Ancient Palestine and Judea
History of the Middle Ages
Assessment Overview A variety of assessment tasks are used over the four semesters, including:
Essays, Objective and Short Answer Tests, Research Assignments, Multi-model presentations, and Response to
Stimulus tests.
Pre-requisites
A minimum of a Sound Achievement in Year 10 English is recommended.
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Biology
Global Aims
To develop in students:
a knowledge and understanding of the living world
the capacity to identify, gather, manipulate and process information
an ability to apply the biological understanding, skills and mental processes to public issues
the capacity to communicate competently in various formats on biological issues
recognition of the unique nature of Australian ecosystems
an appreciation that Homo Sapiens occupy a unique position in the biosphere and from this position derives certain responsibilities of stewardship
an appreciation of the complexity and beauty of biological phenomena.
Course Overview
Topics of Study
Foundations of Life – Cell Biology
Bush to Beach – Ecology
It’s good to be Green – Plant Physiology
The Animal in Me – Animal Physiology
The Essence of Life – Reproduction and Disease
How did I become Me? – Genetics
Past to Present – Evolution
Assessment Overview
There are three assessment techniques employed in Senior Biology:
Extended Experimental Investigation (EEI): The purpose of the EEI is to investigate a hypothesis or to answer a practical research question. The focus is on planning the extended experimental investigation and problem
solving using primary data generated through experimentation by the student. Experiments may be laboratory or field-based.
Written Test (WT): The supervised assessment is an instrument that is written and conducted under supervised conditions to ensure authentication of student work.
Extended Response Task (ERT): The extended response task is an assessment instrument developed in response to a Biological question, circumstance or issue. Research and secondary data will often be the focus.
Manipulative skills will be assessed in the field as fieldwork is a compulsory part of Biology.
Pre-requisites
A Sound Achievement in Year 10 Introductory Biology (Semester Two) and English is recommended.
Additional Information
Biology is a content rich subject requiring considerable comprehension and study. There is also a high proportion of practical work in this subject. Students need to be able to follow written instructions, handle laboratory equipment,
co-operate with other students and record observations accurately.
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Business Communication & Technologies
Global Aims
Business Communication and Technologies offers students opportunities to engage in and understand a range of
administrative practices through real-life situations and business simulations. Students examine the broader social, cultural and environmental implications of business activities with a focus on the essential skills of communication
and the use of business-specific technologies. A significant feature of Business Communication and Technologies is
its relevance to future pathways, as it provides useful knowledge through the analysis of business issues. The course of study provides rigour and depth and lays an excellent foundation for students in tertiary study and for their
future employment.
This course of study engages students in learning activities that require higher-order cognition to analyse, evaluate
and propose recommendations from multiple perspectives across a range of business contexts. These activities build skills to enhance their confidence and ability to participate effectively as members of the business world and as
citizens dealing with issues emanating from business activity. Business Communication and Technologies fosters intellectual, social and moral development by encouraging students to think critically about the role and ethical
responsibilities of business to society.
Course Overview
The two-year course is organised on the basis of 6 - 8 Topics of Study to be taught within a variety of Business
Contexts. The 11 Topics of Study available are:
Business environments: Business sectors, work environments, strategic planning, quality practices, fraud and security
management and corporate social responsibilities and ethics.
Managing people: Employment issues, change management difficulties, management practices, human resources and
workplace issues.
Industrial relations: Employer and employee rights and responsibilities, unions, awards and dismissal and grievance
procedures.
International business: General considerations, incorporating cultural, political, economic differences, travel issues,
business dealings and trade issues are explored from a business perspective.
Workplace health, safety and sustainability: Legislation, employer/employee responsibilities, risk management,
accidents and emergencies, sustainable practices [air, water, land, waste, noise], impacts [environmental, heritage, economic],
current issues.
Organisation and work teams: Planning and organisation skills and tools, interpersonal skills, team dynamics and
processes, tracking and reporting progress, communicating skills and reviewing and evaluating team performance.
Managing workplace information: Types of workplace information, classification of information, accountability, manual
and electronic security of systems, maintaining system integrity and the retention and disposal of information.
Financial administration: Incorporates sources of business finance, financial policies and procedures, processing payments
and receipts, financial documentation, security of information, superannuation, insurance, payroll, moving off shore and supplier
and customer relations.
Social media: Types and uses of social media in business settings, changes to client relations, marketing communication,
impact on the planning of business networks, internal uses of social media, security issues and management and the influence of
government.
Events administration: The incorporation of time management, resource administration, communication between
stakeholders. finance, risk management and quality control used in implementing an event, and the reflection and evaluation of
the success of an event or function.
Assessment Overview
A variety of assessment techniques and learning experiences are used, including:
Objective and short written response items
Extended written responses in a variety of genres
Response to stimulus material
Research Projects
Spoken or multimodal responses
Pre-requisites
Year 10 Introducing BCT would be an advantage but not essential.
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Chemistry
Global Aims Through a course of study in Chemistry, students should develop:
the capacity to work scientifically in chemistry contexts
the skills to engage in informed chemistry inquiry and investigation techniques safely beyond the school context
an ability to engage in solving chemistry problems in everyday contexts
an ability to use technology productively in chemistry contexts
an ability to understand and appreciate the chemistry encountered in everyday life
a capacity to work as part of a team engaging in cooperative activity
an ability to communicate chemical understandings
an appreciation of the issues and impacts of chemistry.
Course Overview
Topics of Study Some of the exciting contextualised units of work that are incorporated in the Senior Chemistry program are:
Sweet Chemistry: a unit based around the separation techniques used in industry with a local link to the Sugar
Industry.
Should I Dive In?: a detailed look at the Chemistry involved in water quality with particular emphasis on pool water chemistry.
Just One More Drink!: the Chemistry of wine making that is sure to be of great interest. Students will learn about the qualities of a good wine as well as make and test wine for attributes such as sugar and alcohol content.
Assessment Overview
There are three assessment techniques employed in Senior Chemistry:
Extended Experimental Investigation (EEI): The purpose of the EEI is to investigate a hypothesis or to answer a practical research question. The focus is on planning the extended experimental investigation and problem
solving using primary data generated through experimentation by the student. Experiments are laboratory based.
Supervised Assessment (SA): The supervised assessment is an instrument that is written and conducted under supervised conditions to ensure authentication of student work.
Extended Response Task (ERT): The extended response task is an assessment instrument developed in response to a Chemical question, circumstance or issue. It is essentially non-experimental, but may draw on primary experimental data. Research and secondary data will often be the focus.
Pre-requisites A Sound Achievement in Year 10 Introductory Chemistry (Semester Two) and Extension Mathematics or
Accelerated Mathematics is strongly recommended.
Additional Information
There is a high proportion of practical work in this subject and students need to be able to follow written instructions, plan procedures, handle laboratory equipment, co-operate with other students and record
observations.
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Dance
Global Aims
A Course in Senior Dance aims to:
Assist all students to achieve their unique potential in and through the arts
Facilitate the development and expression of the individual physically, intellectually, socially and emotionally
Enable students to value the human body as an instrument of communication through awareness and control
of physical movement
Encourage students to value individual aesthetic responses
Foster an appreciation of a range of cultural contexts within Australia and in the rest of the world
Develop critically informed and aesthetically appreciative audiences of dance in all its contexts
Explore and develop abilities and skills appropriate to a range of work and other life paths.
Course Overview
Dance is an OP subject. During the course of study, Year 11 and 12 students are exposed to a variety of dance
genres to develop an awareness of dance in various contexts. Over the two years, eight units are studied within the framework of three Central Organisers - Choreography, Performance and Appreciation. The following dance styles
are studied: Hip Hop, Jazz, Dancesport, Contemporary, Tap Dance and various cultural and popular dances.
Resources, such as ballet, jazz and tap shoes, are available to students wishing to partake in this subject.
Assessment Overview
Assessment techniques include:
Choreography: Dance works, sections or movement sequences choreographed individually which may be performed individually, in pairs or small groups.
Performance: Adapted repertoire; technique classes, teacher choreographed routines.
Appreciation: A variety of written genre such as: reviews, reflections, analysis, short and extended written essays,
and research assignments.
Pre-requisites - nil
YEAR TERM UNIT TITLE ASSESSMENT
A 1 Cultural Dance (social dance) Choreography & Performance
2 Breaking Boundaries - Contemporary Dance 1 Appreciation
3 Epoch - Contemporary Dance 2 Choreography & Performance
4 Let's Hit the Stage (Musical Theatre) Appreciation
B 1 Building Blocks - Popular dance of the Choreography & Performance
Youth Culture
2 Iconic - Contemporary Dance 3 Appreciation
3 The Politics of Movement (Social Action) - Contemporary Dance 4
Choreography & Performance & Appreciation
4 Director of Dance - Independent Study
One piece chosen by the student:
Choreography OR
Performance OR
Appreciation task
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Drama Global Aims
This two-year course aims to promote students'
development and appreciation of Drama by:
assisting students to achieve their unique potential through the arts
promoting a socially active orientation to the
students' community and the world in which they live
exploring and addressing competencies appropriate to a wide range of career and other
life paths
fostering personal communication skills and social understanding
building self-discipline and confidence
providing dramatic experience in order to create a critical awareness of the dynamic and changing
nature of the world
engaging the aesthetic experience
encouraging on-going involvement in dramatic activities
providing dramatic experience in order to create
a critical awareness of Australia's multi-cultural heritage and of its dynamic and changing nature
giving students the opportunity to develop skills associated with the entertainment industry.
Course Overview
The art form of Drama is the dynamic embodiment of events involving human beings. It comprises a group of
people agreeing to suspend their disbelief in order to
be someone other than themselves in a fictional context. If they enact the events in front of others who
accept the fiction, the drama becomes theatre. Drama is experienced through the three dimensions of
Forming, Presenting and Responding.
Topics of Study
Australian Drama
Realism and Stanislavski
Commedia Dell'Arte
Shakespeare
Physical Theatre
Audition techniques for film, television and stage performances
Assessment Overview
Individual and group performances
Research and analysis of dramatic forms
Reviews of live and filmed performances
Demonstrating directorial process
Demonstrating creative process through improvisation
Critique of performances
Creation of stage properties
Management of various stage craft techniques
Additional Information
It is recommended that students selecting this subject have completed the requirements of Junior Drama (or
equivalent), however, this should not deter anyone who has a keen interest in the Arts and a commitment to
success in Senior Drama from selecting this subject.
Pre-requisites – nil
English
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English Global Aims
The subject English develops students' knowledge of how language typically works in a given culture and of how language works in particular texts. At the senior level, English involves the systematic study of language to build
increased understanding of the relationships within and between texts, language, and literacies as social practices, with the emphasis on how these relationships help to make meaning in particular cultural contexts and social
situations. Students develop their ability to use language, to talk about language and about its use in texts. By
studying texts, by learning and using language, students develop their capacities as literate members of Australian and global communities to participate actively in the worlds of work, study and leisure among other human pursuits.
Course Overview
As students study the increasingly demanding texts that senior English requires, students conceptualise, imagine,
appreciate, reflect, make decisions, hypothesise, speculate, experiment, analyse and evaluate to enhance their ability
to think, use language, and make meaning. They will reflect on ways of being in the world, shape their identities, develop meaningful relationships with others, and express their ideas and feelings. They are encouraged to enjoy and
appreciate texts while developing understandings of the power of texts to influence, tell the stories of a culture and promote shared understandings. From the texts chosen over the two-year course, students develop understandings
that texts store, transmit, reproduce, negotiate or challenge assumptions, values and attitudes available in the
culture. To develop this range of understandings, students will engage with a wide variety of literary, mass media and everyday texts.
Topics of Study
Year 11 Year 12
Semester One – Jumping on the Bandwagon Students will analyse a wide range of public print and
visual texts, to explore the representations of "popular" texts - literary and media. They will construct and
deconstruct a range of texts and genres including
novels, plays, films, feature articles and other media to determine how any version of society represents a
selective construction.
Semester Three – Walking the Line… Students experience a range of classic literary texts and
their contemporary intertextual representations to explore the social constructedness of texts and the
historical shifts in their construction, these being
affected by such variables as gender, class, race, creed and social, cultural and historical contexts. This unit
explores how we empathise with, or are alienated by, fictional constructs created in other places and times
and how our responses differ from those of past
readers.
Semester Two – Before you can walk…
Students begin to recognise the shift in standards between texts from popular culture and texts which are
regarded as classical in nature. They will come to define, understand and apply the concepts related to literature
and literary texts as opposed to popular fictions. This
semester serves as a vital introduction and foundation for the study of texts in first semester Year 12.
Semester Four - Reading the Real…
Students will examine a range of literary and non-literary texts that reflect and represent contemporary social
issues: the morality of war, family relationships, migrants, genocide, crimes against humanity. Students
will deconstruct texts to see how they operate to
position and persuade readers and therefore generate change in prevailing social attitudes, ideologies and
behaviours. In this unit, students will explore the way texts not only communicate information but represent
knowledge in ways that manifest cultural beliefs,
attitudes and prejudices.
Assessment Overview
Students' written and spoken work will be assessed through a variety of assessment instruments. Assessment
items will involve a range of literary and non-literary genres, e.g., imaginative, expository, persuasive and analytical. Tasks will be completed under a range of conditions, e.g., assignment work completed at home or under restricted
conditions, tasks completed under exam conditions and work presented 'live' or on video.
Pre-requisites
A Sound Achievement in Year 10 English.
Page | 18
Geography Global Aims
Geography is the study of the human and natural characteristics of places and the interactions between them.
Geography is a rich and complex discipline which includes two vital dimensions:
the spatial dimension, which focuses on where things are and why they are there; and
the ecological dimension, which considers how humans interact with environments.
Geography prepares students for adult life by developing in them an informed perspective. This perspective should
be developed across a two-year course of study through a range of scales, including local, regional, national, and
global scales. Geographically informed citizens understand the many interdependent spheres in which they live, and
make informed judgments to improve their community, state, country and the world.
To meet the challenges of the future, a geographically informed citizen should be able to:
know and understand facts, concepts and generalisations about Geography
apply geographic skills to observe, gather, organise, present and analyse information
use geographic perspectives to evaluate, make decisions about, and report on issues, processes and events.
Course Overview
Topics of Study
In a two-year course of study in Senior Geography there will be four (4) Semester Theme Units with at least one
Focus Unit per semester, Elective Units are optional.
Theme 1: Managing the Natural Environment
Focus Unit 1: Responding to Natural Hazards
Focus Unit 2: Managing Catchments
Elective Unit: Managing Coastal Environments
Theme 2: Social Environments
Focus Unit 3: Sustaining Communities
Focus Unit 4: Connecting People and Places
Elective Unit: Urbanisation
Theme 3: Resources and the Environment
Focus Unit 5: Living with Climate Change
Focus Unit 6: Sustaining Biodiversity
Elective Unit: Mining and the Environment
Theme 4: People and Development
Focus Unit 7: Feeding the World’s People
Focus Unit 8: Exploring the Geography of Disease
Elective Unit: First World Diseases
Assessment Overview
Short Response Tests including multiple choice, definitions, sentences, short answer paragraphs, labelling and
explaining diagrams and maps.
Data Response Tests offer the opportunity to test analytical and decision-making processes and are used in conjunction with specific geographic data, e.g. aerial photos, maps, graphs, images, statistics, cartoons and
texts.
Practical Exercises involve interpreting and manipulating information, such as statistics, maps, photographs, images and graphs.
Stimulus Response Essays these essays are responses to a question or series of questions structured to
require students to analyse stimulus materials and use decision-making processes.
Reports are an investigation based on fieldwork.
Non-Written Responses are analytical, persuasive, and argumentative expositions. They can be in the form of
oral presentations and multi-media presentations.
Pre-requisites – nil
Page | 19
Graphics Global Aims
Graphics engages students in solving design problems and presenting their ideas and solutions as graphical products. Students explore design problems through the lens of a design process where they identify and explore a
need or opportunity of a target audience; research, generate and develop ideas; produce and evaluate solutions.
Students communicate solutions in the form of graphical representations using industry conventions where
applicable.
Graphics contributes to the development of technological literacy and develops the communication, analytical and
problem-solving skills required for a large number of educational and vocational aspirations, including the fields of
graphic design, industrial design, built environment design (architecture, landscape architecture and interior design),
engineering, urban and regional planning, surveying and spatial sciences, and building paraprofessionals.
Course Overview
The core subject matter in Graphics is a design process, design factors, and a range of graphical representations.
All core subject matter is included in Year 11 and then revisited and further developed in Year 12.
Industrial Design is the professional service of creating and developing concepts and specifications that optimise the function, value and appearance of products and systems for the mutual benefit of both user and manufacturer. Industrial design uses a combination of applied art and applied science to improve the aesthetics, utility and usability
of a product, which also may improve the product's marketability and production.
Built Environment Design includes the areas of architecture, landscape architecture and interior design. It refers to indoor and outdoor spaces that have been structurally changed by human action.
Architecture involves the design of buildings and structures for human activity including residential spaces ranging from individual homes to large housing complexes, major public infrastructure such as hospitals and
museums and commercial office spaces and entertainment facilities.
Landscape architecture involves the design of long lasting, meaningful and enjoyable outdoor spaces including
parks and other recreational spaces, botanic gardens, sporting complexes, various educational, commercial, industrial and residential sites as well as landscapes associated with major infrastructure systems such as
roads and railways.
Interior design is concerned with the relations between people and the environment to create efficient,
meaningful and appealing interior spaces in settings such as domestic residences, commercial buildings such as offices, entertainment and retail spaces and industrial and transportation interiors including vehicle and
train interiors.
Graphic Design involves the manipulation, combination and use of shape, colour, imagery, typography and space to create visual solutions for reproduction by any means of visual communication. Graphical products include identity (logos and branding), publications (magazines, webpages, newspapers and books), advertisements, product
packaging, maps and charts.
The Course provides opportunities for skill development in predominately CADD (Computer Aided Drawing and
Drafting) software and some manual drafting and sketching procedures.
Assessment Overview
Graphics will be assessed through a combination of Design Folios and Short and Extended Response Tests.
The student’s work will be awarded standards from A+ (the highest) to an E- with an overall Level of Achievement determined from trended standards on the student profile.
Pre-requisites
It is recommended that students who wish to study senior Graphics should have gained at least a Sound Achievement in Year 10 Graphics, as this subject draws upon the knowledge and skills developed in Year 10.
Students who have not studied Year 10 Graphics may find this subject difficult.
Page | 20
Home Economics Global Aims
Home Economics brings together theoretical understandings and practical applications related to nutrition and food, textiles and fashion, living environments and relationships to enhance the wellbeing of individuals and families.
Home Economics includes the practices of empowerment, management, social inquiry and technology.
The Course of Study is designed to develop in students the ability to:
think critically and creatively to design and create solutions to practical challenges.
manage human and non-human resources.
work collaboratively to address issues of personal and social significance such as food selection models and diets; the effect of food choices on health; conflict resolution in families; future living spaces; body image, fashion
choices and sustainable practices.
Course Overview
The Senior two-year course of study in Home Economics will draw upon three areas of study:
Individuals, Families and Communities
Nutrition and Food
Textiles and Fashion
Course organisation involves four semester units:
Unit 1
The Health of Individuals and Families Today
Nutrition and Food, incorporated with Individuals, Families and Communities within Australia.
Unit 2
Moving Out
Social Issues for Individuals, Families and Communities, incorporated with Creative Textiles.
Unit 3 Textiles and Fashion
Textiles, Fashion and Clothing for the Individual, with a Global Perspective.
Unit 4 Food and Nutrition in Australia and Beyond
Nutrition and Food in Australian History and Other Cultures.
Assessment Overview Supervised Written Assessment
Research Assessment - analysis of data and research, discussion of findings, concluding with recommendations
Performances and Product - incorporating the Inquiry Process where a justified decision is made and then the practical task is completed and evaluated.
Pre-requisites – nil Completion of Home Economics to Year 10 is not a pre-requisite. The Home Economics program is designed to cater for 'new entry' students.
Page | 21
Information Technology Systems Global Aims Multimedia is an exciting field that engages an audience
through a combination of graphics, video, animation, text and sound. The interactive nature of multimedia allows
users to find and understand specific information
efficiently.
Students in Information Technology Systems will design and produce a variety of multimedia products using
industry standard software.
Information Technology Systems aims to:
develop students’ skills in using industry standard multimedia software
develop in students an awareness and understanding of the concepts, practices and effects of Information Technology
equip students with problem-solving skills that allow them to design, develop and evaluate solutions
develop students' communication skills in order that they may comprehend and respond effectively
to client needs using a variety of techniques and media
develop in students the ability to relate to clients on a business level
encourage students to think critically and purposefully about the uses of Information Technology
promote responsible, discriminating and competent use of Information Technology
foster personal development and social skills conducive to a concern for others, co-operation in
the workplace and self-reliance
Course Overview This course has a dominant client-based multimedia
emphasis.
Students will be expected to develop extensive
knowledge and application of industry standard software. Some of these software packages include Adobe
Photoshop, Adobe Dreamweaver, Adobe Muse, Adobe
Premiere Pro, Adobe Encore and Swish Max.
Units include:
Graphic Design
Photo Editing and Manipulation
Website Design and Development
Video Editing
Short Film Making
DVD Development
2-D animation
Assessment Overview
In Information Technology Systems, there are three
criteria from which a student’s Exit Level of Achievement
is derived:
Knowledge and Communication
Design and Development
Implementation and Evaluation
Assessment instruments may include:
Designing Posters
Website Design
Animation Sequences
Creation of short films
The production of an interactive DVD
Short writing tasks
Individual and team projects
Pre-requisites
A Sound Achievement in Mathematics and English is
recommended.
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Japanese Global Aims The overall aim of Senior Japanese is to enable the student to communicate his or her needs and opinions within the
limits of the language studied. By the end of Year 12, the student should be able to:
comprehend spoken Japanese within a range of topics covered in the course; read more complex passages in Japanese using all three scripts; and deduce meaning from unseen passages.
write passages on the covered topics and express opinions using the three scripts.
develop an appreciation of some of the special characteristics of Japanese culture and society.
Year 12 OP Bonus for Language Students
A number of universities offer Bonus Rank Schemes for Year 12 students successfully studying a language. These bonus points are added automatically to the OP equivalent QTAC Selection making the student’s application more
competitive against other students, for universities involved in the scheme.
Course Overview
Topics of study may include:
Personal Identification and Relationships with Other People
Social and Environmental Issues
School and Daily Routine
Transport and Travel
Celebrations and Customs
Entertainment
Sports and Leisure
Future Plans
Living in Japan
Assessment Overview
Throughout the course, students are assessed on their proficiency in the four skill areas of listening, speaking,
reading and writing.
Assessment may take the form of:
Listening: Responding in English to questions about a Japanese text, e.g. radio broadcast and interviews
Speaking: Interviews and discussions
Reading: News articles, personal letters
Writing: Letters, notes, articles and invitations
Pre-requisites
A Sound Achievement in Year 10 Japanese.
Page | 23
Legal Studies Global Aims Legal Studies develops students’ understanding of the Australian legal system and how it affects their rights and responsibilities. Students learn how to explore legal issues and access legal processes in order to participate as
informed and active members of society.
This course of study enables students to recognise that situations can arise that have legal implications which affect
the rights and obligations of citizens. Students investigate legal issues and examine case studies to make recommendations about suitable resolutions. The course is not intended to provide a formal legal education at the
detailed level achieved by tertiary law courses.
Students examine and justify their own opinions and attitudes so they can contribute to critical discussions on the
improvement of laws and legal processes.
Course overview The Legal Studies course includes four core areas of study and at least two elective areas of study.
Core areas:
The legal system
Criminal law
Introduction to civil obligations
Human rights
Elective areas:
Civil wrongs torts and the law
Family and the law
Sport and the law
Technology and the law
Assessment Overview Extended responses
Independent inquiry
Short response tests
Essay tests
Response to stimulus
Research assignments
Pre-requisites – nil
Page | 24
Mathematics A Global Aims
Mathematics A should develop in students an ability to:
be able to recognise problems in everyday life that can be solved mathematically and be able to solve
them with some confidence
develop a positive attitude to the use of
Mathematics in making decisions in real-life
situations
Course Overview
Topics of Study
Financial Mathematics
earnings, taxation, budgeting, spending
interest, inflation, credit, investments
Applied Geometry
trigonometry, area and volume, latitude, longitude, time
scale drawings, plans, bracing, squareness, estimation
Statistics and Probability
data collection and presentation
samples and summary statistics
probability
Two Elective Topics from the following:
Operations Research - Linear Programming, or Networks & Queuing
Models for Data
Maps and Compasses – Navigation, or Land Measurement
Assessment Overview
Two formal written exams and at least one extended modelling and problem solving task (or report or similar)
per semester.
Student performance will be judged on the following
criteria:
Knowledge and Procedures
recall and use of learned results and procedures
Modelling and Problem Solving
investigation and modelling mathematical situations
problem solving in mathematical contexts using a range of strategies
Communication and Justification
presentation and communication of results
use of logical arguments
interpretation and justification of mathematical
representations.
Students will also have opportunities to experience situations involving the real-life application of
Mathematics, the use of technology, both familiar and unfamiliar tasks, and also tasks that range from simple
ones to others that have multiple stops and higher
orders of difficulty.
Pre-requisites
A Sound Achievement or better in Year 10 Core
Mathematics.
Additional Information
Mathematics A is suitable for students seeking an OP Mathematics Subject but who do not want to continue
Mathematics study at university.
It is most desirable for students to make a choice of Mathematics subject that is appropriate to their needs,
future career choices, interests and abilities. It is
preferable for students to be guided to undertake the
subject from the start of Year 11.
Page | 25
Mathematics B Global Aims
Mathematics B should develop in students:
a broad base of mathematical knowledge and skills
ability to recognise mathematical problems and attempt to solve such problems with some
confidence
experience in a wide range of mathematical applications.
Course Overview
Topics of Study
Introductions to Functions
Rates of Change
Periodic Functions and their Applications
Exponential and Logarithmic Functions and their Applications
Optimisation Using Derivatives
Introduction to Integration
Applied Statistical Analysis
Assessment Overview Two formal written exams and at least one extended
modelling and problem solving task (or report or similar)
per semester.
Student performance will be judged on the following
criteria:
Knowledge and Procedures
recall and use of learned results and procedures
Modelling and Problem Solving
investigation and modelling mathematical situations
problem solving in mathematical context using a range of strategies
Communication and Justification
presentation and communication of results
use of logical arguments
interpretation and justification of mathematical
representations
Students will also have opportunities to experience situations involving the real-life application of
Mathematics, the use of technology, both familiar and unfamiliar asks, and also tasks that range from simple
ones to others that have multiple steps and higher
orders of difficulty.
Pre-requisites A High Achievement or Very High Achievement in Year
10 Extension Mathematics or Accelerated Mathematics
from Semester 2 is strongly recommended to ensure the student has demonstrated the necessary algebraic
facility to undertake this subject.
Additional Information
Mathematics B is suitable for students seeking an OP
Mathematics subject and who want to continue these
studies at university.
It is most desirable for students to make a choice of
Mathematics subjects that is appropriate to their needs, future career choices, interests and abilities. It is
preferable for students to be guided to undertake the
Subject from the start of Year 11.
Page | 26
Mathematics C Global Aims
Mathematics C should develop in students:
a broad base of mathematical knowledge and skills through the depth and breadth of their studies
an ability to recognise mathematical problems and
attempt to solve such problems with some confidence
experience in a wide range of mathematical applications
Course Overview
Topics of Study
Introduction to Groups
Real and Complex Number Systems
Matrices and Application
Vectors and their Applications
Calculus
Structures and Patterns
Optional topics – two of:
Conics
Dynamics
Linear programming
Introduction to number theory
Introductory modelling and probability
Advanced periodic and exponential functions.
Assessment Overview
Two formal written exams and at least One alternative assessment item, e.g. research task investigation,
modelling task per semester.
Student performance will be assessed on the following
criteria:
Knowledge and Procedures
recall and use of learned results and procedures
Modelling and Problem Solving
investigation and modelling mathematical situations
problem solving in mathematical contexts using a range of strategies
Communication and Justification
presentation and communication of results
use of logical arguments
interpretation and justification of mathematical representations
Students will also have opportunities to experience
situations involving the real-life application of Mathematics, the use of technology, both familiar and
unfamiliar tasks, and also tasks that range from simple ones to others that have multiple steps and higher
orders of difficulty.
Pre-requisites A High Achievement or Very High Achievement in Year
10 Extension Mathematics or Accelerated
Mathematics.
Additional Information
This subject should provide an excellent preparation for
the further study of Mathematics in a wide variety of
fields.
It is most desirable for students to make a choice of
Mathematics subject that is appropriate to their needs, future career choices, interests and abilities. It is
preferable for students to be guided to undertake the
subject from the start of Year 11.
Page | 27
Modern History Global Aims
Through studies of Ideals and Beliefs, Conflict and Hope, students will discern the specious and dishonest nature of
coercion, force and violence as a means of achieving goals. Students will focus on the choice made by millions of individuals around the world, throughout the 20th century and continuing to the present, to effect change through
non-violent, passive resistance and to reject violence, ‘not just as morally indefensible, but also as tactically naive,
limiting and destructive’. The course will also cover Australian national history, providing students with an historical perspective of who and what we are, as a nation, and the knowledge and skills to challenge the dominant Australian
identity.
Modern History should develop in students:
Knowledge of people, places, events and conditions that shape the modern world
Proficiency in the process of historical inquiry and explanation
Knowledge of key historical concepts
Ability to critically evaluate heritages and traditions
Ability to interpret, organise, locate, select, summarise and critically examine historical sources, both primary and secondary
Knowledge, abilities, skills and ethical commitment to participate as active citizens in the shaping of the
future
Ability to formulate hypotheses
Skills of both written and non-written communication
Empathy with the value positions and consequent actions of others in both the past and present leading, where
appropriate, to tolerance of differences
Understanding of the relevance that historical study has to their own lives
Course Overview
National History – the emergence of a National
Identity after Federation and the evolution of a
legitimate Foreign Policy
Australia's role in World War I
Australian Identity through an examination of Foreign Policy
Comparative study - World War I and World War II
Development of a dominant Australian identity
Studies of Hope – hope for a better future.
Studies of inequalities throughout history
Slavery during the 15th, 16th and 17 centuries
Politics in America leading up to the Civil War and the Abolition of Slavery
The official end of slavery in the USA
The continuation of discrimination in the USA during the 20th century
Studies of Apartheid in South Africa
The end of apartheid in South Africa – Nelson
Mandela
Studies of Conflict – studies of international tensions
after World War II
The concept of an ideological war – communism v capitalism
The emergence of Super Powers
The Cold War
Conflict in Indo-China
The History of Ideals and Beliefs – ideologies that
shaped the 20th century
The overthrow of the Tsars in Russia
Development and application of Communism
Struggle between the ideologies of Leon Trotsky, Vladimir Lenin and Josef Stalin
The rise of the Communist State and world power
The rise of the Nazi Party in Germany during the inter-war years
Adolf Hitler as a charismatic leader
Anti-Semitism and the persecution of the Jews
The Final Solution
Assessment Overview
Extended response to Historical Evidence
Short Answer and Objective Tests
Research Assignment
Multi Modal Presentations
Response to Stimulus
Pre-requisites
A Sound Achievement in Year 10 English.
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Music Global Aims
Students live in a world in which music has an important and pervasive presence. As a powerful educative tool, music contributes to the holistic development of the individual. A study of music encourages students to become
creative and adaptable thinkers, and problem solvers who are able to make informed decisions and develop their abilities to analyse and critically evaluate. The discipline and commitment of music-making builds students’ self-
esteem, personal motivation and independence, as well as providing opportunities for refining their collaborative
teamwork skills in activities that reflect the real-world practices of composers, performance and audiences.
A course of study in senior music provides opportunities for students to:
Enjoy and value music
Engage confidently in music making, whether at home or in the wider community
Communicate and express ideas about music
Develop higher order thinking skills
Apply audiation through an exploration of the music elements through musicology, composition and performance
Understand sociocultural influences and critically evaluate music across a variety of contexts, genres and styles
Employ a variety of music related technologies such as instruments and computer software.
Course Overview A course of study in music is based on developing in students the fundamental concept of musicianship.
Musicianship is achieved through the knowledge and application of music elements and concepts, and experiences
in, and appreciation of, a range of music context, styles and genres. In a two year rotational course of study, students
will explore musicianship through the three dimensions of Musicology, Composition and Performance.
Topics of Study
Growing up with Music
Who are we?
Innovators
Home Grown
Wide Horizons
Vocalise
Dance! Dance! Dance!
Let’s go to the Movies
Assessment Overview
Students will be summatively assessed in three areas:
Musicology - Students partake in the study of music in social, historical and cultural contexts. They research, analyse and evaluate repertoire and other music sources, in a range of contexts, styles and genres.
Composition - Students combine the musical elements and compositional devices to create music that is within a context and genre and which expresses style.
Performance - Students, through playing, singing or conducting, interpret musical elements to communicate the music to audiences (real or virtual), within a context and genre while expressing style.
Pre-requisites
Year 10 Music, Grade 3 or 4 A.M.E.B.
Page | 29
Physical Education Global Aims
Physical Education would interest students who are physically active, enjoy a range of sports; participate in
sport as a coach, or who would like to further their
knowledge of the physical culture of Australia. This course encompasses the study of human and physical
sciences which provides a foundation for students who wish to pursue further study in human movement and
health science related fields such as:
nursing, physiotherapy, occupational therapy, sports science, psychology and medicine
sport development, management, marketing, sales, sponsorship and fundraising
sport and physical activity policy development
sport journalism
sport psychology and coaching
athlete conditioning and management
primary, middle and senior school teaching.
Course Overview In Physical Education, physical activity serves as both a
source of content and data and the medium for learning.
Learning is based in engagement in physical activity with students involved in closely integrated written, oral,
physical and other learning experiences explored through the study of selected physical activities. Physical
Education focuses on the complex interrelationships
between psychological, biomechanical, physiological and
sociological factors in these physical activities.
Students study four physical activities over the course.
Subject matter is drawn from three focus areas which
are:
Learning physical skills
Processes and effects of training and exercise
Equity and access to exercise, sport and physical activity in Australian society.
Practical Components:
Students will study four practical units which will be
revisited in Year 12. Students need to be aware that practical and theoretical aspects of this subject are
equally rated. Selection and combination of the four
practical activities will depend on the expertise of
teachers, facilities available and syllabus requirements.
Due to the nature of this subject and the time required
for practical activities, Physical Education students
commit to offline classes in order to maximise their time and experiences in their chosen activities during Years
11 and 12. Off line classes take place outside of the normal school hours, and are organised on a term by
term basis.
In Physical Education, the dimensions of acquiring, applying and evaluating group the general objectives so
that once skills and knowledge are acquired, they can be
applied to a range of physical activity contexts and then evaluated to improve performance and strengthen and
broaden understanding. Evaluation and reflection are used continually to provide feedback for future
acquisition and application of behaviours, performance,
knowledge and skills.
Assessment Overview
Assessment in Physical Education encourages students to be active, critically reflective and research orientated
learners. Through the use of personalisation,
assessment in Physical Education is contextualised and authentic. Personalisation enables students to make
meaning of complex understandings by providing
connections with their real-life contexts.
Assessment involves students:
applying conceptual and personalised understandings from the focus areas to the physical activities they are studying
Information about student practical achievement in all dimensions is gathered throughout the unit of
work, in a variety of authentic performance environments.
Additional Information
The willingness to actively participate in all practical sessions is mandatory. A high level of motivation is
required, particularly in completing the practical components of the course where improvements in
personal skills and fitness development are expected.
Levies for this subject have been calculated on estimates
by vendors for the many external activities this subject involves. Should these estimates change closer to the
event there may be an additional cost for specific activities. Pre-requisites
The study of Physical Education in Year 10 would
be an advantage, but is not mandatory.
A student suitability interview with the Dean of HPE before the end of year 10.
Student Learning Experiences
The interrelationships among selected physical activities,
subject matter and student learning experiences can be
summarised as:
Learning experiences in Physical Education involve students in physical, written, oral and other learning tasks.
Physical, written, oral and other tasks involve the integration of learning in, about and through physical
activity. These all involve the study of selected physical activities and of subject matter that is
relevant to those activities.
There are relationships between the focus areas and the selected physical activities in terms of the relevance of the subject matter to the study of each
selected physical activity.
Assessment Overview
Theory units are assessed by either written tests, assignments, journals, orals or reports. All theory work
and practical units in Year 11 are formatively assessed.
Summative assessment will occur in Year 12.
Pre-requisites The study of Physical Education in Year 10 would be an
advantage, but is not mandatory.
Additional Information
The willingness to actively participate in all practical
sessions is mandatory. A high level of motivation is
required, particularly in completing the practical components of the course where improvements in
personal skills and fitness development are expected.
Please note: Levies for this subject have been calculated on estimates by vendors for the many external activities
this subject involves. Should these estimates change closer to the event there may be an additional cost for
specific activities.
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Physics Global Aims
Through a course of study in Physics, students should develop:
the capacity to work scientifically in physics contexts.
the skills to engage in informed scientific inquiry and safe investigation techniques beyond the school context to solve physics problems.
an ability to use technology productively in physics.
an ability to understand and appreciate the physics encountered in everyday life.
a capacity to work as part of a team engaging in cooperative activity.
an ability to communicate understandings of physics.
an appreciation of the issues and impacts of physics.
Course Overview
The Physics program includes some exciting contextualised units:
Cars – Speed and Safety: This unit allows students to explore many of the concepts developed from Newton’s laws of motion in the familiar context of the motion of motor vehicles. It also provides a variety of opportunities to develop
basic skills in measurement, qualitative and quantitative data analysis, and research.
Amusement Park Physics: Rides in amusement or theme parks provide an interesting way of demonstrating the application of physics (particularly mechanics). In this context, several types of rides are analysed with respect to the
physics principles at work.
The Sounds of Music: A look at how instruments create their sound and how the properties of sound are
considered in the design of concert halls.
Physics in the Home: Everything that happens in the home in terms of making our lives comfortable and enjoyable
is reliant directly or indirectly on physics. This context looks at how electricity and water are brought to our homes.
Assessment Overview
There are three assessment techniques employed in Senior Physics:
Extended Experimental Investigation (EEI): The purpose of the EEI is to investigate a hypothesis or to answer a practical research question. The focus is on planning the extended experimental investigation and problem
solving using primary data generated through experimentation by the student. Experiments may be laboratory or field-based.
Supervised Assessment (SA): The supervised assessment is an instrument that is written and conducted under supervised conditions to ensure authentication of student work.
Extended Response Task (ERT): The extended response task is an assessment instrument developed in response to a Physics question, circumstance or issue. It is essentially non-experimental, but may draw on primary experimental data. Research and secondary data will often be the focus.
Pre-requisites
A Sound Achievement in Year 10 Introductory Physics (Semester Two) and Extension Mathematics or Accelerated
Mathematics is strongly recommended.
Additional Information
It is expected that students take Maths B in Year 11 and 12. Whilst Maths C is complementary to some sections of
Physics, it is not an essential co-requisite.
Students need to be able to follow written instructions, handle laboratory equipment, co-operate with other students
and record observations.
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Study of Religion Global Aims To help students understand and appreciate:
their own patterns of belief
the religious tradition to which they belong
different religious interpretations of life
the phenomenon of religion
the beliefs, attitudes and values of others.
Course Overview
The inclusion of Study of Religion in the OP eligible students’ program of study provides an additional
opportunity for students to develop their extended
writing and research skills in preparation for the QCS Writing Task and professional standard writing
required in their working lives.
Topics of Study
YEAR 11 (Semester 1)
Ultimate Questions
The nature of Religion
Primal or Ancient religion
Role and purpose of religion in society
Islam or Judaism
Hinduism or Buddhism
YEAR 11 (Semester 2)
Ritual
Ritual Design
Purpose and role of Ritual
Christian and other world religions
Religion State Relationships A
Relationship between religion and culture
Christianity – history and development
Religious states and politics
YEAR 12 (Semester 3)
Religion State Relationships B
Religion in Australian Society
Ethnographic Field Study
Sacred texts
Judaism and Christianity
Sacred writings
Historical critical interpretation and exegesis
YEAR 12 (Semester 4)
Religion, Values and Ethics
Values & Ethics! Social Justice
Origins, Destiny, Purpose, Identity, Authority
Philosophy and development of human codes of behaviour
Spirituality
Divine revelation
Human responses and expression of Divine relationship
Role of religion and belief in the human condition.
Assessment Overview
Two or three assessment items per semester from
the following:
Short Answer Test
Multi-Modal Presentation
Research Assignment
Ethnographic Study
Response to Stimulus Materials
Creative Presentation
Essay
Pre-requisites
Sound Achievement in Year 10 English and Year 10
Religious Education is recommended.
Page | 32
Technology Studies Global Aims Technology Studies empowers students to explore the relationships between technology and society in order to be
informed, responsible and responsive users and creators of technology. Technology Studies encompasses the purposeful application of knowledge, resources, materials and processes to develop solutions. Solutions are the
ideas and products developed in response to design problems. They encompass:
Exploring Design Problems
Developing Ideas
Producing Products
Course Overview
There are 3 Dimensions of Study to be covered over two years, namely:
Dimension 1: Analysing Design Problems The dimension Analysing Design Problems involves identifying a design problem and analysing the knowledge and
understanding, referred to as design factors, required to respond to and develop solutions. Design problems can be found in a variety of contexts. Students should consider both individuals and communities when responding to an
identified human need or opportunity.
Dimension 2: Applying Design Factors and Communicating
The dimension Applying Design Factors and Communicating involves using information related to the design factors to develop ideas and propose solutions to design problems. Ideas are developed to produce products confirming the
student’s ideas to resolve the design problems. Ideas and decisions are communicated throughout a design process
when developing solutions to design problems.
Dimension 3: Synthesising and Evaluating Designs
The dimension Synthesising and Evaluating Designs involves synthesising ideas to develop a concept. Decisions are
justified throughout a design process and include recommendations to improve ideas and products. Solutions to
design problems are evaluated using design criteria to determine the quality, functionality and reliability of a product.
Contexts are identified on the basis of solving a human need for individuals or the community, or identifying an
opportunity, and are based in fields such as:
1. Personal 2. Domestic
3. Commercial 4. Agriculture
5. Environment
6. Transport 7. Communication
8. Health
9. Recreation
Assessment Overview
Exit standards are used to make judgments about students’ levels of achievement at exit from the course of study. The exit standards are described as the same 3 Dimensions of Study outlined above. The major operating principle
is “continuous assessment”. Students are assessed on a collection of responses to design tasks including Project Proposal and Development (Design Folio), Project Realisation (Workshop), Investigative Analysis (Research Report),
and Project Appraisal and Evaluation.
Pre-requisites
A Sound Achievement in Year 10 Design Technology is advantageous but not mandatory.
Page | 33
Visual Art Global Aims Promote critical, cultural and aesthetic
understandings through participation in the
processes of the visual art experience. Visual Art encourages students to:
make, appraise and display artworks, with confidence and individuality
define and solve problems with the flexibility to negotiate and creatively consider a variety of solutions and processes
examine and affirm personal and community perspectives relating to past and present,
social, cultural, spiritual, economic, political, environmental and vocational contexts
develop a personal aesthetic
be inclusive and appreciative of multiple perspectives and philosophies and the
meanings of artworks
explore, appreciate and embrace contemporary visual arts practices and emerging technologies
create informed, active and sustained
engagement with, and enjoyment of, the visual arts
Course Overview Visual Art uses an inquiry learning model, enabling
multimodal thinking and individual responses through researching, developing, resolving and reflecting.
Through making and appraising, resolution and
display of artworks, students understand and acknowledge the role of visual art and the
contributions of visual artists, designers and craftspeople.
In making artworks, students define and solve visual problems by using visual language and expression,
experimenting and applying media to communicate thoughts, feelings, ideas, experiences and
observations. In appraising artworks, students
investigate artistic expression and critically analyse artworks within diverse contexts.
The two year course of study is designed to
encourage diversification in Year 11, providing a
more structured introduction to the inquiry learning model in the first semester. This then leads to
specialisation in Year 12 with more student directed activities in Year 12. A diverse range of media -
including two-dimensional and three-dimensional art,
design and time-based
media - are explored in the course. These may include
drawing, painting, printing, design, electronic imaging,
photography, sculpture, ceramics, construction, performance, installation, wearable art, film and sound
art.
Assessment Overview
Over the two dimensions of MAKING and APPRAISING there are three criteria:
Criterion 1: Visual Literacy This criterion refers to the student’s ability to:
define visual problems and communicate solutions
with relevant concepts, focuses, contexts and media
create and communicate meanings through the use of visual language and expression
research, develop, resolve and reflect to demonstrate a personal aesthetic (style and
expression)
Criterion 2: Application
This criterion refers to the student’s ability to:
construct meaning using knowledge and understanding of materials, techniques,
technologies and art processes
select, explore and exploit materials, technologies, techniques and art processes, informed by researching, developing, resolving and reflecting
Criterion 3: Appraising This criterion refers to the student’s ability to:
analyse, interpret, evaluate and synthesise information about visual language, expression and
meanings in artworks, relevant to concepts, focuses, contexts and media
justify a viewpoint through researching, developing, resolving and reflecting
use visual art terminology, referencing and language conventions
Additional Information There is a large time commitment required for research,
development and resolution of artworks and assignments
in the student’s own time.
Pre-requisites – nil
Page | 34
SUBJECT DESCRIPTION
Authority Registered
Subjects &
VET Certificate Courses
(OP Ineligible)
Page | 35
Aquatic Practices Global Aims A program of study derived from Aquatic Practices aims
to assist students to develop:
An understanding of the commercial, environmental, recreational and cultural aspects of
the sea, inland waters and associated catchments
areas
A responsible and caring attitude toward safety, health and wellbeing of themselves and others in
work-related and recreational situations
Knowledge, practical skills and work-related practices which are essential for effective participation in the workforce in general, and in the
marine and aquatic industries
The ability to plan and work cooperatively
The ability to problem solve
Literacy and Numeracy skills
The ability to access and communication information effectively to others
Attitudes that contribute to lifelong personal and professional development
Social responsibility in sustainable environmental management
Respect for culturally diverse relationships with the sea and inland water experiences by different communities.
Course Overview
Core Topics of Study
Safety and Management Practices Focus on the principles of safety and management in all
of the activities associated within the course of study.
Commercial Developing skills related to the many industry based
work fields i.e. maintaining equipment, tourism, seafood handling, employment, aquaculture and propulsion systems.
Environmental
Focus on sustainable practices that will lead to the success of marine and aquatic environments i.e. relationships between plants and animals, oceanography, geography, tides and wave action.
Recreational
Development of skills in various sports and activities and an awareness of personal safety in the water i.e. snorkelling, boating, sailing, and fishing.
Cultural
Focus on the history of our heritage and about our interactions with other cultures by studying Australian
Maritime Culture.
Aquatic Practices will also include school developed
electives.
Examples of Elective Topics of Study
Citizen science
Aquatic activities i.e. boating, snorkelling
Aquaculture, aquaponics and aquariums
Boat building and engineering
Historical understandings i.e. shipwrecks
Freshwater fishing
Marine ecology
Coastal studies
Assessment Overview
Assessment instruments may include:
Investigations which involve locating and using information i.e. investigation of water quality
Projects which involve response to a single task,
situation or scenario i.e. presentations, letters to the editor, articles for magazines or journals
Extended Response to Stimulus which involves the interpretation, analysis and evaluation of ideas and
information i.e. essays, case studies, reports
Examination i.e. drawing, labelling, interpreting, calculations, responding to seen and unseen
materials
Collection of Work which involves a series of tasks relating to a single topic i.e. folios, sketches, explanation of procedure
Product which involves the production of aquatic models and equipment i.e. making a rod, lure, net
Pre-requisites
There are no pre-requisites for this subject.
Additional Information
There is a high proportion of practical work and field experiences (at least 30 hours per year) in this
subject.
Students need to be competent at following written and oral instructions, handling equipment,
cooperating with each other and working
independently.
It is expected that, by the beginning of Term 2, all Year 11 Aquatic Practices students will have
privately purchased their own, individual snorkelling
set that includes a mask, snorkel and flippers. This is a mandatory requirement – the sharing of
equipment does not meet Workplace Health and Safety best practice. The cost of the snorkelling set
needs to be considered, as it will not be covered by
the student’s school fees.
Excursion costs for the many external activities involved in this subject fluctuate during the year so
parents will be notified of additional contributions
required at time of booking.
Page | 36
Certificate II in Business, Certificate II in Information, Digital Media and Technology
[School Code: BIT]
Global Aims
In this subject, students will have the opportunity to achieve:
Certificate II in Information, Digital Media & Technology and Certificate II in Business.
The aim of this subject is for students to become confident and competent users and consumers of lCTs as well as gain an understanding of Business fundamentals and management. This course is designed for senior students
who would like to develop and enhance their IT and Business skills and achieve nationally recognised qualifications to
gain employment and develop life skills regarding business operation. The delivery arrangements for these VET certificate courses allows for extended opportunities to achieve competencies in scheduled LEP lessons and exam
blocks.
Students should also be able to keep pace with new technologies and be responsible users of ICTs, aware of the
social, environmental and legal impacts of their actions.
A variety of software, hardware and peripherals may be used, including industry standard computers, digital
cameras (still and video), scanners, printers, photocopier, shredder and office equipment.
Course Overview The course will consist of a series of term based units which may include:
Graphic Design Techniques
Photo Manipulation Techniques
Detailed Sound Editing
Social Media
Multimedia on the Internet
Software Installations and Management
Spreadsheets
Databases
Word Processing
Business and Work Environments
Client Interactions
Communication Skills
Organisational skills (Time Management and Planning Skills)
Working Effectively in both IT and Business Environments
ICT20115 Certificate II in Information, Digital Media and Technology: 14 Competencies
BSBWHS201 Contribute to health and safety of self and others BSBSUS201 Participate in environmentally sustainable work practices ICTICT201 Use computer operating systems and hardware ICTICT202 Work and communicate effectively in an IT environment ICTICT203 Operate application software packages ICTICT204 Operate a digital media technology package ICTWEB201 Use social media tools for collaboration and engagement
ICTICT205 Design basic organisational documents using computing packages ICTICT207 Integrate commercial computing packages ICTICT209 Interact with ICT clients CUASOU202 Perform basic sound editing BSBITU203 Communicate electronically BSBWOR202 Organise and complete daily work activities BSBIND201 Work effectively in a business environment
BSB20115 Certificate II in Business: 12 Competencies
BSBWHS201 Contribute to health and safety of self and others BSBSUS201 Participate in environmentally sustainable work practices BSBIND201 Work effectively in a business environment BSBITU201 Produce simple word processed documents BSBITU202 Create and use spreadsheets BSBITU203 Communicate electronically
BSBWOR202 Organise and complete daily work activities BSBWOR204 Use business technology ICTWEB201 Use social media tools for collaboration and engagement ICTICT205 Design basic organisational documents using computer packages ICTICT207 Integrate commercial computing packages CUASOU202 Perform basic sound editing
Assessment Overview Assessment will be competency based. Assessment instruments may include:
Folio of practical tasks
Problem solving scenarios
Written task
Workplace Scenarios and Simulations
Projects
Observations with checklists and self-assessment
Diary and journal using blogs and forums
An indication of the student’s progress towards successful completion of competencies will be recorded on College
Student Reports.
Pre-requisites – nil
Page | 37
Certificate III in Christian Ministry and Theology Global Aims
10432NAT - Certificate III in Christian Ministry and Theology has been developed
for secondary senior students by the Institute of Faith Education (IFE), a Registered Training Organisation (Provider No. 31402) in the Archdiocese of Brisbane.
Certificate III in Christian Ministry and Theology is a nationally accredited course
which has been developed in the context of Catholic Education in Queensland.
This course offers a foundation that will be of particular value for pathways into careers in the Catholic sector including healthcare, education, teaching and childcare. This course is delivered over the senior years of schooling
(Years 11 and 12) and consists of four self-contained modules.
This course will:
enable students to study theology at an elementary level
expand students’ knowledge and understanding of
theology and Scripture
provide students with opportunities for personal formation through reflection on their beliefs
develop students’ spiritual awareness
Credit for students
Successful completion of this course contributes:
Eight (8) credits towards the Queensland Certificate of Education
A Tertiary Entrance Rank (TER) of 68 or an equivalent to an OP 15 (OP equivalence will vary each year. Information correct as at 22/3/2016)
Certificate III in Christian Ministry and Theology provides an alternative pathway to tertiary study. This can be an important safety net for OP students and an excellent outcome for Op-ineligible students. (Source: 2018 QTAC
Tertiary Prerequisites)
Course Overview The course consists of four self-contained modules.
Year 11 Semester 1 Year 12 Semester 1
Module 1 – Spirituality Today Module 3 – Choices This module explores what is meant by spirituality. It explores the relationship between spirituality and religion. Spirituality here is used to denote all practices that engage with God. This topic provides an entry-point for considering all aspects of Catholicism.
Units of Competency BSBCRT301 Develop and extend critical and creative thinking skills DEFGEN001 Work in a team CMTTHE303A Identify a range of information within a theological theme or issue
In this module students are introduced to ethics and Catholic social justice teaching. Current moral and ethical issues and case studies provide the opportunity to reflect on the choices we make and how these impact on life. Students learn to make connections between beliefs and their application to life. Units of Competency CMTMIN301A Identify theological knowledge in relation to the Christian way of life CMTMIN302A Communicate theology in everyday language
Year 11 Semester 2 Year 12 Semester 2
Module 2 – The Story Module 4 – The Edge In this module students gain an overview of the Scriptures and learn skills for biblical interpretation. There are opportunities to dig deep into the texts and to explore how they are used today. Units of Competency CMTTHE301A Identify how Christian Scripture, life and practice are understood today CMTTHE302A Identify theological data
This module provides an opportunity for students to reflect on their life journey and to explore further the nature of God as well as their own beliefs. The module also explores the questions of evil and suffering.
Units of Competency CMTTHE304A Identify new theological insights
Assessment Overview Assessment tasks are competency based and are included in each module. Students learn through a variety of activities including discussions, team activities, multi-media activities, presentations and creative learning tasks. A
portfolio of student work is submitted for assessment upon completion of each module.
Additional Information The cost for this course will be covered in the standard student levies.
Pre-requisites – nil
Page | 38
Certificate I in Construction, Certificate I in Furnishing Global Aims
This course aims to provide students with basic industry knowledge and skills applicable to the Construction and
Furnishing industries.
Course Overview
CPC10108 Certificate I in Construction and LMF10108 Certificate I in Furnishing
Units of Competence – Construction Compulsory Units (Core)
CPCCOHS1001A Work Safely in the Construction Industry
CPCCCM1012A Work effectively and sustainably in the General Construction Industry
CPCCCM1013A Plan and organise work
CPCCCM1014A Conduct workplace communication
CPCCCM2001A Read and interpret plans and specifications
CPCCCM2005A Use construction tools and equipment
CPCCVE1011A Undertake a basic construction project
CPCCOHS2001A Apply OHS requirements, policies and procedures in the Construction Industry
Elective Units
CPCCCM1011A Undertake basic estimation and costing
CPCCCM1015A Carry out measurements and calculations
CPCCCM2004A Handle construction materials
CPCCCM2006A Apply basic levelling procedures
CPCCVE1002A Undertake a basic computer design project
CPCCCO2003A Carry out concreting to simple forms
Units of Competence – Furnishing Compulsory Units (Core)
MSAPMOHS100A Follow OHS Procedures
MSAPMOPS101A Make Measurements
MSAPMSUP102A Communicate in the workplace
MSAPMSUP106A Work in a team
MSAENV272B Participate in environmentally sustainable work practices
Elective Units
MSFFM1001 Construct a basic timber furnishing project
MSFFM2001 Use furniture making sector hand and power tools
MSFFM2002 Assembling furnishing components
Assessment Overview
Theory work is as much a part of the course as practical work and is necessary for the completion of units. All theory work for safety requirements and competencies is completed online and there is an expectation that
students complete the majority of this work at home. It is envisaged that Work Placement will be a part of this
course. Assessment for the units of this subject is competency based. Students need to demonstrate that they can complete all of the tasks required in the units to be considered competent. Students also have the opportunity to
build relationships and access employment opportunities within the Construction industry through our links with
Construction Queensland and the Doorways to Construction (D2C) initiative.
On completion of the course, students will receive appropriate certification listing the units in which the student has
demonstrated competency. These certificates can be used as credit towards a traineeship or apprenticeship.
An indication of the student’s progress towards successful completion of competencies will be recorded on College
Student Reports.
Pre-requisites
A Sound Achievement in Year 10 Introduction to Woodwork is advantageous but not mandatory.
Page | 39
Certificate III in Early Childhood Education and Care
Global Aims
CHC30113 - Certificate III in Early Childhood Education and Care is delivered through a
partnership between Holy Spirit College and Cairns Training Academy, a Registered Training Organisation (Provider No. 30857) (www.cta.qld.edu.au). Results will be issued by
Cairns Training Academy.
This qualification reflects the role of workers in a range of early childhood education and care settings who work
within the requirements of the Education and Care Services National Regulations and the National Quality Standard. They support the implementation of an approved learning framework, and support children’s wellbeing, learning and
development.
Course Overview
Topics of Study
Students complete eighteen units of work with some units delivered in clusters. They are comprised of theoretical
and practical sections, and a first aid certificate.
15 Core Units
CHCLEG001 Work legally and ethically
CHCECE001 Develop cultural competence
CHCECE002 Ensure the health and safety of children
CHCECE003 Provide care for children
CHCECE004 Promote and provide healthy food and drinks
CHCECE005 Provide care for babies and toddlers
CHCECE007 Develop positive and respectful relationships with
children
CHCECE009 Use an approved learning framework to guide
practice
CHCECE010 Support the holistic development of children in early
childhood
CHCECE011 Provide experiences to support children’s
play and learning
CHCECE013 Use information about children to inform
practice
CHCPRT001 Identify and respond to children and
young people at risk
HLTAID004 Provide an emergency first aid response
in an education and care setting
HLTWHS001 Participate in work health and safety
CHCDIV002 Promote Aboriginal and/or Torres Strait
Islander cultural safety
3 Elective Units
CHCECE006 Support behaviour of children and young people
CHCECE012 Support children to connect with their world
CHCDIV001 Work with diverse people
*As per training package rules, listed units reflect industry choices; however, student can negotiate to ensure
electives meet their job role.
Assessment Overview
Your Holy Spirit College Teacher (School-based Trainer/Assessor) will deliver the training and assess competence under the guidance of the RTO, Cairns Training Academy, over seven terms. Students will access learning resources
on-line or via hard copy to gain the underpinning knowledge in addition to learning and demonstrating the practical skills in an Early Childhood setting. The Holy Spirit College Teacher will determine competence against each unit by
following CTA guidelines which includes gathering evidence that demonstrates the student is competent in both the underpinning knowledge and the practical skills. An indication of the student’s progress towards successful
completion of competencies will be recorded on College Student Reports.
Additional Information
Fees
There is an additional fee for this course that will be included in your Holy Spirit College fees. The total cost for the Certificate III in Early Childhood Education and Care will be approximately $560 over the seven terms of study. If
students were to complete the course independently it may cost around $3300. To simplify the payment of the $560 fee there will be approximately $80 charged to your account each term. CTA does not provide for refunds of
fees paid. This is due to the course already being heavily discounted through the partnership arrangement with Holy
Spirit College. All fees must be paid before students gain their qualification and receive their certificate.
Page | 40
Certificate III in Early Childhood Education and Care
CHC30113 - Certificate III in Early Childhood Education and Care - Continued
Resources Learning resources are supplied online via the CTA website. At home, students will need access to a computer and,
at school, computers will be provided during class time. Where required, hard copy resources, e.g. Student Training
Record Book, will be provided by Holy Spirit College.
Course Pathway
Employment: Early Childhood Educator or School Age Education and Care Provider
Further Studies: Diploma of Early Childhood Education and Care
Outcome
On successful completion of all units within this qualification, students:
will receive a Certificate III in Early Childhood Education and Care
be awarded 8 QCE credits
can seek employment as a qualified Educator
may benefit from enhanced tertiary options
Industry Placement
Students enrolling in this program will be required to demonstrate their skills during a mandatory 120 hours of
placement in an Early Childhood Education and Care setting.
Credit Transfer
If students have completed past studies in areas related to the qualification they may be eligible for credit transfer.
To obtain a Credit Transfer, students need to provide a Statement of Attainment matching the unit of competency
for which students are seeking credit.
Pre-requisites
Students will need the language, literacy and numeracy skills to fulfil their job role as an Early Childhood Educator. They should also enjoy working with young children and be committed to completing the theory units and practical
vocational placement.
Page | 41
Certificate I in Engineering Global Aims This course aims to provide students with basic industry knowledge and skills applicable to the Engineering
(Manufacturing) Industry.
Course Overview
VET: MEM10105 Certificate I in Engineering
Units of Competence
MEM13014A Apply principles of occupational health and safety in work environment
MEM14004A Plan to undertake a routine task
MEM15024A Apply quality procedures
MEM16007A Work with others in a manufacturing, engineering or related environment
MEM05004C Perform routine oxyacetylene welding
MEM05005B Carry out mechanical cutting
MEM05006C Perform brazing and/or silver soldering
MEM05007C Perform manual heating and thermal cutting
MEM05012C Perform routine manual arc welding
MEM07032B Use workshop machines for basic operations
MEM11011B Undertake manual handling
MEM12023A Perform engineering measurements
MEM12024A Perform computations – basic
MEM16008A Interact with computing technology
MEM18001C Use hand tools
MEM18002B Use power tools/hand held operations
Assessment Overview
Theory work is as much a part of the course as practical work and is necessary for the completion of units. It is
envisaged that Work Placement will be a part of this course. Assessment for the units of this subject is competency
based. Students need to demonstrate that they can complete all of the tasks required in the units to be considered
competent.
On completion of the course, students will receive appropriate certification listing the units in which the student has
demonstrated competency. This certificate can be used as credit towards a traineeship or apprenticeship.
An indication of the student’s progress towards successful completion of competencies will be recorded on College Student Reports.
Pre-requisites
A Sound Achievement in Year 10 Welding & Small Engines is advantageous but not mandatory.
Page | 42
Certificate III in Sport & Recreation Global Aims The Certificate III in Sport and Recreation ‘Fitness in Schools’ program is offered as a senior subject where students participate in the delivery of a range of sport activities and programs within the school. This course is delivered with
the assistance of an external Registered Training Organisation, Binnacle Training (www.binnacletraining.com.au). Graduates will be competent in a range of essential skills – such as preparing and conducting sessions, providing
quality customer service, operating computing packages and conducting risk assessments.
Upon successful completion, students are certified with 9 Queensland Certificate of Education (QCE) Credits:
Nationally recognised qualification – Certificate III in Sport and Recreation (8 Credits – Core)
Senior First Aid Certificate (1 Credit – Enrichment)
Course Overview TERM YEAR 11 YEAR 12
1 Health and Safety
Officiating General Principles
Beginning Coaching General Principles
Critical and creative thinking
2 Equipment use and maintenance
Officiating Practices
Conducting Warm ups and Cool downs
Deliver and evaluate a sports program
Risk analysis of activities
3 Officiating games or competitions
Using Social Media in Sport and Recreation
Managing Conflict
Identifying personal development opportunities
First Aid qualification and CPR certificate
4 Emergency Situation Training
Organising personal work priorities
Assessment Overview Program delivery will combine both class-based tasks and practical components in a real sport and recreation environment at the school. This involves the delivery of a range of sport programs to clients within the school
community (high school and primary school students).
A range of teaching and learning strategies will be used to deliver the competencies including:
Practical tasks, Hands-on activities involving clients, Group work, Work experience within the school sporting programs (athletics and swimming carnivals, cross country etc.) and primary school.
Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies.
An indication of the student’s progress towards successful completion of competencies will be recorded on College
Student Reports.
Additional Information Pathways:
The Certificate III in Sport and Recreation will predominantly be used by students seeking to enter the sport,
fitness and recreation industry as a sports coach, athlete, volunteer or activity assistant. Students may choose to continue their study e.g. by completing the Certificate III or IV in Fitness upon completion of this subject.
This course may also be of assistance to Vocation Education students in accessing tertiary studies after Year 12. A QTAC selection rank of 68 (approximately equivalent to an OP 16) may be assigned to a completed
Certificate III course. QTAC advises that ranking and eligibility can vary. For more details, contact QTAC at www.qtac.edu.au.
OP equivalency of 16 may allow students to apply for University courses such as Exercise and Sports Science, Education, Nursing, Occupational Health and Safety, Business (Sports and Events Management).
Cost:
Binnacle Training Fees are $239 for the full 2 year course and a First Aid Certificate will cost $33.
Excursion costs for the external activities involved in this subject fluctuate during the year so parents will be notified of additional contributions required at time of booking.
Pre-requisites The willingness to actively participate in all practical sessions is mandatory. A high level of motivation is required
and students must be committed to attending camps and sporting competitions outside of class time.
A student suitability interview with the Dean of HPE at the end of Year 10.
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English Communication Global Aims While the aim of English Communication is, as for OP English, to develop students’ capacity to enjoy and use
language appropriately, effectively and critically in a variety of contexts, this course places greater emphasis on the
language skills appropriate for employment or entry to TAFE and other further education options.
Course Overview
Topics of Study
In the English Communication Course, students will be involved in a wide range of language activities, including
reading, writing, viewing, listening and speaking. Students will be exposed to, and use, literary as well as non-literary
texts, in order to equip them with English skills required in their day-to-day personal and work lives.
Topics are presented in the following units over Years 11 and 12.
Workplace Communication
Reading popular fiction
Writing Skills for Work
Advertising
Marketing
Film
Comic creations
Television Representations
Job Seeking Skills
Moving On
Community involvement
Assessment
Students’ written and spoken work will be assessed by a variety of assessment items. Tasks will be completed under a range of conditions, with at least half of the assessment tasks being presented orally.
Pre-requisites – nil
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Hospitality Practices Global Aims
To develop the skills to select, prepare, present and serve foods and beverages using management and
decision making processes.
To develop knowledge of the processes involved and occupational fields within the Hospitality Industry.
To develop an awareness of industry workplace culture and practices and develop the skills, processes and
attitudes desirable for future employment in this sector.
Course Overview
Hospitality Practices is a two-year course of study.
The core learning for Hospitality Practices is described through three core topics:
Navigating the Hospitality Industry
Working effectively with others
Hospitality in practice
These core topics are embedded within three elective units:
Kitchen operations
Beverage operations and service
Food and beverage service
The core topics and elective areas are developed into five units of work across the course of study:
Unit 1: Introduction to Hospitality Hospitality industry and careers, casual dining, safe and hygienic practices in the kitchen sector, knife skills,
traditions and trends
Unit 2: The Menu Parts of the menu, menu types and planning, styles and themes. Main course and dessert techniques and
presentation styles, protein cookery and accompaniments
Unit 3: Coffee Culture Cafes, bars and mobile beverage operations, patisserie and High Tea
Unit 4: Cultural Considerations Cultural themes, restaurants and styles, working in socially diverse environments and cultural differences
Unit 5: Christmas Celebrations Catering for special occasions, edible gifts and confectionary, special dietary needs
Assessment Overview
The assessment for Hospitality Practices is based on three dimensions:
Dimension 1: Knowing and Understanding
Dimension 2: Examining and Applying
Dimension 3: Planning and Evaluating
These will be assessed through:
Investigation and Research Assignments
Practical Projects which culminate in an event
Pre-requisites – nil
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Industrial Graphics Skills Global Aims The Industrial Graphics Skills subject focuses on the underpinning industry practices and drafting processes
required to produce the technical drawings used in a variety of industries, including building and construction, engineering and furnishing. It provides a unique opportunity for students to experience the challenge and personal
satisfaction of producing technical drawings and models while developing beneficial vocational and life skills.
Course Overview Industrial Graphics Skills is a four-semester course of study. Semesters 1 and 2 of the course are designed to allow
students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four semesters as
students develop greater independence as learners. Semesters 3 and 4 consolidate student learning.
The Core is what all students who undertake a four-semester course of study in this subject will have the opportunity
to learn. The Core of this subject consists of two interrelated topics:
industry practices
drafting processes.
Both core topics include concepts and ideas that provide a focus for each topic and the minimum knowledge,
understanding and skills that students would be expected to explore in the course of study.
The subject is designed for pre-employment rather than Tertiary Entrance and aims to provide a practical rather
than a theoretical approach to graphics. The subject matter for Metal and Woodwork Trades has been drawn from
the National Standard Curriculum and is intended to help prepare students for higher level skills.
The following Elective topics, along with Core topics, will also be studied in Industrial Graphics Skills:
Building and Construction Drafting
Engineering Drafting
Furnishing Drafting
Assessment Overview
The students are assessed on these criteria:
Dimension 1: Knowing and understanding
Dimension 2: Analysing and applying
Dimension 3: Producing and evaluating
When students exit the course of study, the College is required to award each student an exit level of achievement
from one of the five levels:
Very High Achievement (VHA)
High Achievement (HA)
Sound Achievement (SA)
Limited Achievement (LA)
Very Limited Achievement (VLA)
Exit levels of achievement are summative judgments made when students exit the course of study. For most students this will be after four semesters. For these students, judgments are based on exit folios providing evidence
of achievement in relation to all objectives of the syllabus and standards. For students who exit before completing
four semesters, judgments are made based on the evidence of achievement to that stage of the course of study.
Pre-requisites
A Sound Achievement in Year 9 or 10 Graphics would be advantageous but not mandatory.
Page | 46
Pre-Vocational Mathematics Global Aims Pre-Vocational Mathematics is an Authority Registered subject. It is designed to provide opportunities for students
to assist them in pursuing a range of vocational and personal goals. It develops not only students’ confidence and
positive attitudes towards Mathematics but also their mathematical knowledge and skills.
During the course of study, students should:
build confidence and success when using Mathematics in every day contexts
improve their preparedness for entry to work, apprenticeships, traineeships or further study by developing their
numeracy
develop skills such as using a calculator, identifying, measuring, locating, interpreting, estimating, applying, communicating, explaining, problem solving, making informed decisions and working cooperatively with others
and in teams
be able to organise mathematical ideas and represent them in a number of ways such as objects and pictures, numbers and symbols, rules, diagrams and maps, graphs, tables and texts
be able to present findings orally and in writing
be able to use relevant technologies
be able to make informed decisions.
Course Overview
Topics of Study
Mathematics for interpreting society: number (core)
Mathematics for interpreting society: data
Mathematics for personal organisation: location and time
Mathematics for practical purposes: measurement
Mathematics for personal organisation: finance
Assessment Overview
There are three exit criteria.
Knowing
Applying
Explaining
Student achievement will be recorded as one of five levels of achievement.
Pre-requisites – nil
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Recreation Global Aims
Commercialisation of leisure has developed significantly as the personal, health and social benefits of organised recreational activities have
become more apparent. This has been reflected in
the growth of employment opportunities in the sport and recreation industry, and in the awareness that
our society is carrying the burden of the ever-increasing health costs incurred by many who have
inactive lifestyles.
Recognition of the need for people to be physically
and socially active, has led to increasing development of a recreation industry that aims for a healthier
community.
Given the significance of the industry to the community and as a source of potential employment,
the Recreation Study Area Syllabus makes an
important contribution to enhancing students’ opportunities regarding employment, enterprise,
further study, leisure and lifelong learning.
These activities should encourage them to appreciate and value their involvement in recreation activities,
and to continue their active participation in personal
and community activities in their adult life.
Course Overview Recreation provides students with an opportunity to participate in physical activity, while developing skills
necessary for and beneficial to life. Whether these skills are oriented towards work, fitness or
recreation, students will develop their interpersonal skills, to learn and function in varied situations and to
acquire specific knowledge and skills related to
further training and employment.
Students will be involved in many different learning experiences, including: engaging in and observing
recreation activities; planning and organising activities; working with others and in teams; making
decisions and solving problems; gathering and
comprehending information from a range of sources; organising and analysing information; conducting
surveys; using technology; compiling reports; and communicating ideas and information in a variety of
modes and genres.
The course addresses these aims through 4 core
content areas:
1. Recreation, you and the community
2. Physical activity and healthy lifestyle
3. Safety, risk awareness and health concerns
4. Interpersonal and group dynamics.
Practical Components: Students need to be aware that Recreation is
practically orientated. Selection and combination of the practical activities will depend on the expertise of
teachers, facilities available and syllabus
requirements.
Due to the nature of this subject and the time
required for practical activities, Recreation students commit to offline classes in order to maximise their
time and experiences in their chosen activities during Years 11 and 12. Offline classes take place outside
of the normal school hours, and are organised on a
term by term basis.
Examples of practical activities undertaken in
Recreation:
Individual Sports: squash, billiards, darts, lawn bowls, ten pin bowling, roller skating, multi sports, martial
arts, cycling, athletics, swimming
Team Sports: beach volleyball, netball, touch, cricket, soccer, tennis, golf, dance, rugby, baseball, hockey,
water polo, team handball
Fitness for Recreation: Yoga, Pilates, body balance, fitness training, boot camp, aerobics – attack,
combat,step,vive, RPM cycling, weights training.
Assessment Overview
Students are assessed on physical performances,
multimodal presentations, written tests, practical
observations and participation.
Additional Information
The willingness to actively participate in all practical
sessions is mandatory. A high level of motivation is required and students must be committed to
attending camps and sporting competitions outside of
class time.
Excursion costs for the many external activities involved in this subject fluctuate during the year so
parents will be notified of additional contributions
required at time of booking.
Pre-requisites A student suitability interview should be undertaken
with the Dean of HPE before the end of Year 10.
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Religion & Ethics (by application) Rationale
Our aim at HSC is to accommodate the learning needs of our students and provide alternatives for students who may benefit from a flexible program in order to pursue their goals and varied career pathways.
HSC currently provides an ideal subject structure for Senior Studies seeking an OP score, which enables students to
maximise their results and engaged learning time in class over six OP subjects. Where a student has particular goals that require an increased range of subjects, the flexible delivery of Religious Education may be beneficial and
would enable students to commit to an additional subject without losing HSC’s advantageous six line structure.
Should Year 10 students have sufficient reason to select an additional elective OP subject in Year 11, to suit their
career aspirations, a Religious Education program with a flexible mode of delivery is being offered. This alternative program involves flexible timetabling arrangements and project work over Years 11 and 12. Students considering
this option will have already achieved commendable Application results and demonstrated their capacity to work
independently. Students would need to make a firm commitment to complete the program, to attend compulsory learning sessions, in addition to timetabled hours, and to be involved in various community service activities.
Students committing to this option would be required to complete the standard syllabus requirement of 55 hours across each 20 week semester. The flexible delivery of these hours may include learning sessions during lunch
breaks, before and after school and during the exam blocks. Mentoring and guidance will be provided during the
selection process and the learning phase.
Global Aims The dimensions for a course of study in this subject are: Dimension 1
Knowing and understanding refers to the concepts, ideas and perspectives of human experience related to religion,
beliefs and ethics.
Dimension 2 Applying and examining refers to the application of concepts, ideas and strategies to investigate and analyse
perspectives and viewpoints about religion, beliefs and ethics.
Dimension 3 Producing and evaluating refers to the management of resources and the planning and communication of outcomes in response to inquiries about religion, beliefs and ethics. It involves synthesis of concepts and ideas and reflection on
the processes, strategies and outcomes of inquiries about religion, beliefs and ethics.
Course Overview Possible Topics of Study
Meaning and Purpose
Social Justice
Spirituality
Religious Citizenship
Assessment Overview A variety of assessment tasks is used over the four semesters, including: Projects, Investigations, Examinations and
Extended Responses to Stimulus.
Pre-requisites Entry is by application and subject to an interview. Mentoring and guidance will be provided to determine suitability of
the program for interested applicants.
A successful applicant will demonstrate:
educational and career goals that require a seventh line of study
good application results across subjects in Year 10
a result of ‘High Achievement’ or higher in English and Religious Education
a willingness to commit to flexible timetabling which may include limited time during exam blocks, lunchtimes,
and after school on a weekly basis
a capacity to work independently
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Appendix 1 The 49 COMMON CURRICULUM ELEMENTS of the Queensland senior curriculum:
Recognising letters, words and other symbols
Finding material in an indexed collection
Recalling, remembering
Interpreting the meaning of words or other symbols
Interpreting the meaning of pictures, illustrations
Interpreting the meaning of tables or diagrams or maps or graphs
Translating from one form to another
Using current spelling, punctuation, grammar
Using vocabulary appropriate to a context
Summarising, condensing written text
Compiling lists, statistics
Recording, noting data
Compiling results in a tabular form
Graphing
Calculating with or without calculator
Estimating numerical magnitude
Approximating a numerical value
Substituting in formulae
Setting out, presenting, arranging, displaying
Structuring, organising extended written text
Structuring, organising a mathematical argument
Explaining to others
Expounding a viewpoint
Empathising
Comparing, contrasting
Classifying
Interrelating ideas, themes, issues
Reaching a conclusion which is necessarily true provided a given set of assumptions is true
Reaching a conclusion which is consistent with a given set of assumptions
Inserting an intermediate between members of a series
Extrapolating
Applying strategies to trial and test ideas and procedures
Applying a progression of steps to achieve the required answer
Generalising from information
Hypothesising
Criticising
Analysing
Synthesising
Judging, evaluating
Creating, composing, devising
Justifying
Perceiving patterns
Visualising
Identifying shapes in two and three dimensions
Searching and locating items, information
Observing systematically
Gesturing
Manipulating, operating, using equipment
Sketching, drawing
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Appendix 2 Table of Subject Weights for Fields This table is for use by students completing Year 12 in Queensland in 2017. The 2018 table is not available at time
of printing.
Name Field A Field B Field C Field D Field E
Accounting 3 3 5 3 1
Ancient History 5 4 2 NA 3
Biology 5 4 4 3 2
Business Communication & Technologies 3 4 4 3 3
Chemistry 4 3 5 5 2
Dance 2 1 1 NA 5
Drama 3 2 1 NA 5
English 5 4 1 NA 3
Geography 4 5 4 3 2
Graphics 1 3 5 3 4
Home Economics 3 4 3 2 4
Information Technology Systems 3 3 3 3 3
Japanese 1 5 1 NA 3
Legal Studies 5 4 2 1 2
Mathematics A 1 2 5 4 NA
Mathematics B 1 2 5 5 NA
Mathematics C 1 2 5 5 NA
Modern History 5 4 2 NA 3
Music 3 1 2 1 5
Physical Education 3 1 3 2 5
Physics 4 3 5 5 2
Study of Religion 5 4 2 NA 2
Technology Studies 2 1 4 3 4
Visual Art 4 2 2 NA 5
Field Positions (FPs) A student may receive up to 5 FPs, depending on subject choices.
FPs are reported in 10 bands, from 1 (highest) to 10 (lowest) in the following fields:
FIELD A Extended written expression involving complex analysis and synthesis of ideas.
FIELD B Short written communication involving reading, comprehension and expression in English or a foreign
language.
FIELD C Basic numeracy involving simple calculations, and graphical and tabular interpretation.
FIELD D Solving complex problems involving mathematical symbols and abstractions.
FIELD E Substantial practical performance involving physical or creative arts or expressive skills.
Page | 51
Appendix 3 Establishing Field Position Eligibility
You should only go through this process if you are enrolling in five (5) or more Overall Position (OP) subjects.
Use the Table of Subject Weights for Fields to calculate the fields for which you are eligible. Here’s a step by step
guide to follow:
1. WRITE down your selected OP subjects.
2. ASSUME you will complete 4 semesters of each subject.
3. LOOK UP the allocated Weight for Subject 1 on the Table of Subject Weights for Fields for each of
field A, B, C, D and E. Write these in the appropriate box.
4. CONTINUE this process until you have completed all of your OP subjects.
5. MULTIPLY each Weight (Wt) by 4 to find the Weighted Semester Units (WSU) for each subject in
each field.
6. ADD the WSU’s down each column.
7. If you have 60 or more, tick the bottom for that field. This means that you are eligible for an FP in
this field.
Subjects Selected
No of Sem. Units
Subject Weights for Field Position
A B C D E
Wt WSU Wt WSU Wt WSU Wt WSU Wt WSU
Number WSU’s
If Eligible()
()To be eligible for a field Position, the total number of weighted semester units must be equal to or greater than
60.
Page | 52
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